Hugh Ouston has taught history in schools in Lothian, Edinburgh, Aberdeen and Perthshire. His interest in late seventeenth century Scotland began with postgraduate research in the 1970s and he completed a D. Phil. in 2020.

Even more than [Ouston's landmark book chapter] "York in Edinburgh," The Advancement of Learning in Stuart Scotland, 1679-1689 makes plain the fertility of the subject and the complexity of the forces involved.Hugh Ouston is to be thanked for his detailed and stimulating exploration of the culture of the Restoration's final decade.

• Introduction: The historical context 1. 'Th'established hierarchy to secure': politics, ideology and the patronage of learning 2. 'He knew his grandfather's hand': the patronage of the medical profession 3. 'The Natural History ... of that kingdom': Sir Robert Sibbald and the description of Scotland 4. 'A firm and stable Rule, which will ply no obliquity': the legal profession and the Stuart state 5. 'A whole Man and his whole Age': Sir George Mackenzie and the advancement of learning 6. 'All dew incurradgement': patronage and learning in the Church and universities 7. 'The centre of virtue ... in this kingdome': the development of Edinburgh as a learned institution 8. 'What was most remarkable a doing by the learned': the Scottish Virtuoso tradition and the Republic of Letters Conclusion: 'Intellectual alchemy?'

Hugh Ouston has taught history in schools in Lothian, Edinburgh, Aberdeen and Perthshire. His interest in late seventeenth century Scotland began with postgraduate research in the 1970s and he completed a D. Phil. in 2020.

Even more than [Ouston's landmark book chapter] "York in Edinburgh," The Advancement of Learning in Stuart Scotland, 1679-1689 makes plain the fertility of the subject and the complexity of the forces involved.Hugh Ouston is to be thanked for his detailed and stimulating exploration of the culture of the Restoration's final decade.

• Introduction: The historical context 1. 'Th'established hierarchy to secure': politics, ideology and the patronage of learning 2. 'He knew his grandfather's hand': the patronage of the medical profession 3. 'The Natural History ... of that kingdom': Sir Robert Sibbald and the description of Scotland 4. 'A firm and stable Rule, which will ply no obliquity': the legal profession and the Stuart state 5. 'A whole Man and his whole Age': Sir George Mackenzie and the advancement of learning 6. 'All dew incurradgement': patronage and learning in the Church and universities 7. 'The centre of virtue ... in this kingdome': the development of Edinburgh as a learned institution 8. 'What was most remarkable a doing by the learned': the Scottish Virtuoso tradition and the Republic of Letters Conclusion: 'Intellectual alchemy?'

Hugh Ouston has taught history in schools in Lothian, Edinburgh, Aberdeen and Perthshire. His interest in late seventeenth century Scotland began with postgraduate research in the 1970s and he completed a D. Phil. in 2020.

Even more than [Ouston's landmark book chapter] "York in Edinburgh," The Advancement of Learning in Stuart Scotland, 1679-1689 makes plain the fertility of the subject and the complexity of the forces involved.Hugh Ouston is to be thanked for his detailed and stimulating exploration of the culture of the Restoration's final decade.

• Introduction: The historical context 1. 'Th'established hierarchy to secure': politics, ideology and the patronage of learning 2. 'He knew his grandfather's hand': the patronage of the medical profession 3. 'The Natural History ... of that kingdom': Sir Robert Sibbald and the description of Scotland 4. 'A firm and stable Rule, which will ply no obliquity': the legal profession and the Stuart state 5. 'A whole Man and his whole Age': Sir George Mackenzie and the advancement of learning 6. 'All dew incurradgement': patronage and learning in the Church and universities 7. 'The centre of virtue ... in this kingdome': the development of Edinburgh as a learned institution 8. 'What was most remarkable a doing by the learned': the Scottish Virtuoso tradition and the Republic of Letters Conclusion: 'Intellectual alchemy?'