“Neither Orthodox Nor Enlightened:” Dorothy Sayers and Classical Education in America

Abstract

In 1947, accomplished author and intellectual Dorothy Leigh Sayers shared her unorthodox views on education with an audience at Oxford University. The concerns she expressed about the failings of modern schooling and her proposed remedy would catalyze the “classical education” movement in the United States decades later, a movement characterized by adherence to the medieval trivium as both a tool of learning and a model for child development. The transmission of Sayers’s ideas to America, variations in the classical learning movement, and Sayers’ continued influence are discussed.