“First one's free.”

Source: Strange Angels

Source: 1970s, The Awakening of Intelligence (1973), p. 337
Context: How can one be free of the images that one has? First of all, I must find out how these images come into being, what is the mechanism that creates them. You can see that at the moment of actual relationship, that is, when you are talking, when there are arguments, when there are insults and brutality, if you are not completely attentive at that moment, then the mechanism of building an image starts. That is, when the mind is not completely attentive at the moment of action, then the mechanism of building images is set in motion. When you say something to me which I do not like — or which I like — if at that moment I am not completely attentive, then the mechanism starts. If I am attentive, aware, then there is no building of images.

Source: The Name of the Wind

Attributed without citation to Mark Twain as well as Garfield in recent years, this may have arisen sometime in the 1970s. The earliest discovered citation is a poster in a residential treatment program for alcoholics in Syracuse, New York, [ http://quoteinvestigator.com/2014/09/04/truth-free/ described in a 1978 newspaper article]. Another early publication is is found in Pinochet's Chile : An Eyewitness Report, 1980/81 (1981) by Morna Macleod, p. 5
Misattributed

Remember Thee.
Bartlett's Familiar Quotations, 10th ed. (1919)

Source: Gideon's Sword

As quoted in The New York Times (19 January 1962)

Source: The Discovery of the Child (1948), Ch. 8 : The Exercises, p. 141
Variant translation:
This then is the first duty of an educator: to stir up life but leave it free to develop.
Context: This is our mission: to cast a ray of light and pass on. I compare the effects of these first lessons the impressions of a solitary wanderer who is walking serene and happy in a shady grove, meditating; that is leaving his inner thought free to wander. Suddenly a church bell pealing out nearby recalls to himself; then he feels more keenly that peaceful bliss which had already been born, though dormant, within him.
To stimulate life, leaving it free, however, to unfold itself, that is the first duty of the educator.
For such a delicate mission great art is required to suggest the right moment and to limit intervention, last one should disturb or lead astray rather than help the soul which is coming to life and which will live by virtue of it's own efforts.
This art must accompany the scientific method, because the simplicity of our lessons bears a great resemblance to experiments in experimental psychology.