• Abstract No matter how sweet a human baby may be, it does not create the initial impression of being an ideal subject for studies concerning the major questions of the humanistic sciences. Babies are not easily instructed as to appropriate cooperation in the laboratory, they are unable to fill out questionnaires or open their minds to sophisticated interviewers, and they seem to enjoy surprising even the most passionate experimenters with unexpected developmental outcomes. Rather typically, they urinate at the least convenient moments of experimental investigations, or cause investigations to be terminated when they become (or pretend to have become) hungry.

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When the experimenter learns from parents about effective strategies for soothing crying babies such as driving them around the block in the car, or putting them on a running and pleasantly vibrating washing machine, he quickly realizes how onesided our usual attempts are to study the effects of social stimulation on infant development. Simply put, babies are neither miniatures of adults, nor as helpless as they may seem to be.

Yet they are unique in their own ways while passing through this particular period of life, and although they may seem to be inadequate as research subjects, they do nevertheless raise some major questions: Are their behaviours inherited or learned? Do they have minds?

Do they understand us? How do they acquire language? Are they cultural beings?

The reconstitution of social and intellectual being that comprised the goal of the new Soviet authorities following their seizure of political power in late 1917 signalled a fundamental campaign for literacy. The process of learning to read was commenced in a traditional way, i.e. Through school lessons and by illustrated primer ( azbuka/bukvar) in which letter, word and image were text. In the attempt to instill a socialist consciousness in every adult and child ‘HOW’ and ‘WHAT’ to read took on new significance. Just as the Cyrillic alphabet was reformed so too were the primers, with content and meanings being radically altered. It is the actuality and process of this transformation over the first fifteen years of Sovietised Russia and as revealed through four illustrated primers, that is the subject of this paper.

Keywords: Azbuka; Bukvar; Primer; Literacy; Illustrated. Notes: L. Ershova, V. Semenikhin, Dmitriy Fomin, Detskaya illyustrirovannaya kniga v istorii rossii 1881-1939 iz kollektsii Aleksandra Lur’e, Moscow, Uley, 2009; Albert Lemmens, Serge Stommels, Russian Artists and the Children’s Book 1890-1992, Nijmegen, LS, 2009.

See also, for example, Evgeny Steiner, Stories for Little Comrades. Revolutionary Artists and the Making of Early Soviet Children’s Books, Seattle, University of Washington Press, 1999; Julian Rothenstein, Olga Budashevskaya (eds.), Inside the Rainbow: Russian Children’s Literature 1920-1935: Beautiful Books, Terrible Times, London, Redstone Press, 2013.

See the useful but minimal coverage in L. Ershova et al. Detskaya, op. cit., vol. 1, 228-9.

For an indication of the range, see Azbuki, bukvari i knigi dlya chteniya c. 1918-1930 and c. 1931-1940 gg., K. D. Ushinskiy Nauchnaya Pedagogicheskaya Biblioteka, website: (accessed ).