“I use the term "liberal" not in the political sense, as if it meant half measures, but in its original sense meaning by a liberal education the kind of education which sets the mind free from the servitude of the crowd and from vulgar self-interests.”

“What is liberal education,” pp. 4-5
Liberalism Ancient and Modern (1968)
Context: It was once said that democracy is the regime that stands or falls by virtue: a democracy is a regime in which all or most adults are men of virtue, and since virtue seems to require wisdom, a regime in which all or most adults are virtuous and wise, or the society in which all or most adults have developed their reason to a high degree, or the rational society. Democracy, in a word, is meant to be an aristocracy which has broadened into a universal aristocracy. … There exists a whole science—the science which I among thousands of others profess to teach, political science—which so to speak has no other theme than the contrast between the original conception of democracy, or what one may call the ideal of democracy, and democracy as it is. … Liberal education is the ladder by which we try to ascend from mass democracy to democracy as originally meant.

The Spectator (17 February 1884), pp. 223-224, quoted in John Wilson, C.B.: A Life of Sir Henry Campbell-Bannerman (London: Constable, 1973), p. 230

1940s, The World As I See It (1949)

Great Books: The Foundation of a Liberal Education (1954)

Listen, Little Man! (1948)
Context: Every physician, shoemaker, mechanic or educator must know his shortcomings if he is to do his work and make his living. For some decades, you have begun to play a governing role on this earth. It is on your thinking and your actions that the future of humanity depends. But your teachers and masters do not tell you how you really think and are; nobody dares to voice the one criticism of you which could make you capable of governing your own fate. You are "free" only in one sense: free from education in governing your life yourself, free from self-criticism.

Source: A Theology of Liberation (1971), p. 91

Alan Simpson (b. 1912), an English born educator who became a U.S. citizen in 1954, in "The Marks of an Educated Man" in Readings for Liberal Education (1962), edited by by Louis Glenn Locke, William Merriam Gibson, and George Warren Arms, p. 47.
Misattributed

Teaching as a Subversive Activity (1969)
Context: We have framed... some questions which in our judgement, are responsive to the actual and immediate as against the fancied and future needs of learners in the world as it is (not as it was). … There seemed to be little doubt that, from the point of view of the students, these questions made much more sense than the ones they usually have to memorize the right answers to in school. Contrary to conventional school practice, what that means is that we want to elicit from the students the meanings that they have already stored up so that they may subject these meanings to a testing and verifying, reordering and reclassifying, modifying and extending process. In this process the student is not a passive "recipient"; he becomes an active producer of knowledge. The word "educate" is closely related to the word "educe." In the oldest pedagogic sense of the term, this meant a drawing out of a person something potential or latent. We can after all, learn only in relation to what we already know. Again, contrary to common misconceptions, this means that, if we don't know very much, our capability for learning is not very great. This idea — virtually by itself — requires a major revision in most of the metaphors that shape school policies and procedures.

Acts 10.
Commentaries