“How false is the conception, how frantic the pursuit, of that treacherous phantom which men call Liberty.”

Source: 1960s–1970s, The Constitution of Liberty (1960), p. 99.

Rep. Steve King: Protecting the Unborn Reaffirms Jefferson’s Truths http://www.breitbart.com/big-government/2017/11/01/exclusive-rep-steve-king-protecting-the-unborn-reaffirms-jeffersons-truths/ (November 1, 2017)

In Richmond, Virginia (April 4, 1865), as quoted in Recollected Words of Abraham Lincoln http://web.archive.org/web/20130517052731/http://mrlincolnandfreedom.org/inside.asp?ID=84&subjectID=3 (1996), by Don Edward Fehrenbacher and Virginia Fehrenbacher, editor, p. 257
1860s, Tour of Richmond (1865)
Context: In reference to you, colored people, let me say God has made you free. Although you have been deprived of your God-given rights by your so-called masters, you are now as free as I am, and if those that claim to be your superiors do not know that you are free, take the sword and bayonet and teach them that you are; for God created all men free, giving to each the same rights of life, liberty, and the pursuit of happiness.

Teaching as a Subversive Activity (1969)
Context: The new education has as its purpose the development of a new kind of person, one who — as a result of internalizing a different series of concepts — is an actively inquiring, flexible, creative, innovative, tolerant, liberal personality who can face uncertainty and ambiguity without disorientation, who can formulate viable new meanings to meet changes in the environment which threaten individual and mutual survival. The new education, in sum, is new because it consists of having students use the concepts most appropriate to the world in which we all must live. All of these concepts constitute the dynamics of the quest-questioning, meaning-making process that can be called "learning how to learn."

Frank Moore Colby, (1926) The Colby Essays, Vol. 1., "Satire and Teeth". Reported in Robert Andrews, The Columbia Dictionary of Quotations, Columbia University Press. (1993) ISBN 0231071949. p. 431.

On the Completion of the Bunker Hill Monument (1843)
Context: From the time of its discovery, the Spanish government pushed forward its settlements in America, not only with vigor, but with eagerness.... The robbery and destruction of the native race was the achievement of standing armies, in the right of the king, and by his authority, fighting in his name, for the aggrandizement of his power and the extension of his prerogatives, with military ideas under arbitrary maxims, — a portion of that dreadful instrumentality by which a perfect despotism governs a people. As there was no liberty in Spain, how could liberty be transmitted to Spanish colonies?

Lecture II: Of Free Inquiry, considered as a Means for obtaining Just Knowledge
A Course of Popular Lectures (1829)
Context: How many, how omnipotent are the interests which engage men to break the mental chains of women! How many, how dear are the interests which engage them to exalt rather than lower their condition, to multiply their solid acquirements, to respect their liberties, to make them their equals, to wish them even their superiors! Let them inquire into these things. Let them examine the relation in which the two sexes stand, and ever must stand, to each other. Let them perceive that, mutually dependent, they must ever be giving and receiving, or they must be losing — receiving or losing in knowledge, in virtue, in enjoyment. Let them perceive how immense the loss, or how immense the gain. Let them not imagine that they know aught of the delights which intercourse with the other sex can give, until they have felt the sympathy of mind with mind, and heart with heart; until they bring into that intercourse every affection, every talent, every confidence, every refinement, every respect. Until power is annihilated on one side, fear and obedience on the other, and both restored to the birthright — equality. Let none think that affection can reign without it; or friendship or esteem. Jealousies, envyings, suspicions, reserves, deceptions — these are the fruits of inequality.

Source: Social Theory and Social Structure (1949), p. 477 (1968 Enlarged edition)
Context: The self-fulfilling prophecy is, in the beginning, a false definition of the situation evoking a new behaviour which makes the original false conception come "true". This specious validity of the self-fulfilling prophecy perpetuates a reign of error. For the prophet will cite the actual course of events as proof that he was right from the very beginning.

Either/Or Part I, Swenson Translation p. 19 Variations include: People demand freedom of speech to make up for the freedom of thought, which they avoid. People demand freedom of speech as a compensation for the freedom of thought which they seldom use.
1840s, Either/Or (1843)