Alisa Rosenbaum (according to a biography) was among the first women to enter Petrograd University, when opened to women by the ardently atheist/feminist Bolsheviks, at the impressionable age of 16. As the Ayn Rand Institute openly concedes "she experienced [...] the takeover of the university by gangs of communist students."
"One of the greatest creations of the Russian Revolution has sprung up on the soil of the proletarian masses of Petrograd: The Petrograd Zinoviev University. More than a thousand students, proletarians without exception, are occupied here with the task of absorbing the knowledge offered by modern science, and of planting the seed of proletarian culture. Down to the last student they are all the sons and daughters of workers. [...] All are faithful Communists. They work just as seriously and systematically as in the highest bourgeois universities of Europe or America. The requirements of the syllabus are extremely high. There is no playing at study. And the spirit pervading the work is that of the class consciousness of the proletariat. [....] For these red students the International, the World Revolution, and the Proletarian Dictatorship, are no dreams of the future; for them these are the actualities of their life and work. [....] The future of the Russian Revolution and of the world revolution lies in the hands of this generation. It lies in good hands. [....] All students, male and female, live in the University. They form a single community. As government workers in the performance of their duties they receive board, lodging, and clothing. This red university fulfils with the greatest ease all the demands which the bourgeois school and high school reformers in Western Europe are striving for in vain." - The Communist, The First Workers’ University, 1922. (This is at the same time Rosenbaum was in college.)
She studied ardently Marxist social pedagogy majoring in history.
"Philosophy, history, economics, law all the social sciences — called for swift and radical revision. The science of history as developed in old Russia unquestionably had substantial achievements to its credit so far as the accumulation of factual material was concerned. But the treatment of this material, its interpretation, the theory of historical development applied to it reflected the interests of the nobility and the bourgeoisie. Much that was contained in this science called for revision and renewal. [....] The Soviet state devoted great attention to the schooling system. 'We can build Communism,' said Lenin, in his speech at the Third All-Russian Congress of the Young Communist League, on October 2, 1920, 'only from the sum of knowledge, organizations and institutions, only with the stock of human forces and means that were bequeathed to us by the old society. Only by radically recasting the teaching, organization and training of the youth can we ensure that the result of the efforts of the younger generation will be the creation of a society that will be unlike the old society, i.e., a communist society.'" - S. I. Vavilov, President of the Academy of Sciences of the USSR, 1948.
Education at every level was weaponized by the Bolsheviks to eradicate religious belief from the populace.
"The programs of academic disciplines (social studies, literature, geography, natural sciences) were saturated and filled with anti-religious content. Anti-religious inserts and comments had a very obvious goal - to kill faith in God in the minds of Soviet children, to raise a generation of atheists. [...] The new communist morality was opposed to Orthodoxy, religious norms and values. The school teacher was obliged to be a militant atheist who must tear children away from the Russian Orthodox Church, expose church Sacraments, religious rites and holidays, and the Christian way of life. [...] The unfolding unprecedented anti-religious campaign also captured the Soviet school. [....] Programs and textbooks were [...] filled with propaganda interpretations and ideological comments in their content. [....]
Nowhere in the new programs, filled with an anti-religious mixture, was there any place for the education of moral sense. Proletarian morality did not need the sanction of the eternal and consisted in the development of socialist (atheistic) culture. Let us turn to the 'anti-religious insert' in the subtopic 'Education of the Village', taught at the 1st level school in the 3rd year of study, which included the teacher’s coverage of the following issues: 'Pictures of previous teaching - the law of God, the Church Slavonic language, spiritual - moral books; the parochial school as a weapon of darkening the population, as a weapon of the class struggle of landowners, priests, and merchants of tsarism. The modern school is contrasted with the old: the absence of icons, the law of God, the separation of church and state, the fall of religion'.
The developers of the anti-religious program stated with regret that the majority of children came to school 'with a certain stock of family and everyday religious skills, superstitions, prejudices, with certain ideas and impressions of the traditional concepts that have developed over centuries about 'God, the devil, church, prayer.' [...] Some of the guys also wear a cross on their chest; almost every one of them knows 'the day of his angel,' Easter, Christmas, Trinity; I heard about 'evil spirits', heaven and hell." [...] Teachers were told that it was unacceptable to pass by this at school and not react to manifestations of religious inclination of schoolchildren, although parents often expressed concern 'that their children would be made atheists at school.' Family and traditions were seen by the program compilers as the main obstacles to the successful implementation of anti-religious education".
In schools of the second level, anti-religious inserts were designed to be more intense, corresponding to high school age. Social studies played a leading role in the anti-religious education of students. The goal of all work was to implement a triune task: 'exposing the class essence of religion, awakening in students the desire to fight religion and equipping them for this purpose with a materialistic worldview'.
There are numerous examples of negative references and characteristics of the Church (autocracy, monasteries, priests): The Church is a persecutor of schismatics and heretics; stronghold of the ideology of serfdom; a weapon of intimidation and deception of the working people (through the 'discovery of relics, revealed icons, excommunication, anathematization'); a weapon for inciting national hatred ('anti-Semitism, chauvinism, Jewish pogroms', the Black Hundred movement); a weapon of Russian capitalism ('the conversion of non-believers to Orthodoxy, Great Russian chauvinism, the fight against the liberation movement'); an instrument of betrayal and betrayal of the interests of the people in the reform of 1861; a tool for instilling religious education in old schools. [....]
Literature, which has always touched upon the metaphysical depths of the human soul and consciousness, has undergone a thorough revision in an anti-religious spirit. Its philosophical and religious intensity, if not denied, was grossly simplified and profaned.
If the ultimate goal of all work on anti-religious education in school was, in the words of the program compilers, 'to displace God from nature using the scientific data of physics and astronomy,' then social studies and literature were called upon to 'displace God' from the human head, from artistic creativity, from society, that is, to destroy the very idea of the highest. Insertion of anti-religious content into educational programs became mandatory.
Other forms of anti-religious education were extracurricular club work in advanced schools, which were attended by older children and adults, as well as the organization of extracurricular events - anti-Christmas campaigns, etc., for social education schools with the mandatory active participation of students.
The incompatibility of the religious worldview with state ideology and large-scale changes in the economy pushed the authorities to intensify the ideological indoctrination of the population. And the best place for the formation of atheistic beliefs was the school, as the most important social institution, which had at its disposal all the necessary educational means and tools. Therefore, through anti-religious education of schoolchildren, the authorities hoped to change the worldview of not only children, but also the adult population. And for this purpose, non-religious education was replaced by anti-religious education. In this matter of national importance, the most important role was given to the work of changing the content of education, filling all academic disciplines with material on anti-religious education. A special role in the implementation of the policy of replacing non-religious education with anti-religious education was played by new curricula and textbooks aimed at instilling intolerance towards faith in God. The programs provoked a conflict between the school and the religious family, and a negative reaction of the population to school education. [...] And the result of anti-religious education and anti-religious campaigns, the collection and burning of icons, etc., became a split consciousness among many schoolchildren, a conflict between the Soviet education system and a religious family, which led to a moral drama that sometimes ended tragically or did not find its resolution throughout the life of an adult, and formed a tendency towards insincerity, hypocrisy, and closedness." - Sinelnikov S.P.
Western atheists today incessantly dispense identical sentiments to those of the Bolsheviks above, openly advocating for the complete separation of church and state, the purging of religion from schools, and the abolition of religious "indoctrination" of children by their parents/family.
While it's not my contention that Rosenbaum was a card carrying member of the Communist Party, her personal philosophy conspicuously bears the hallmarks of the Marxism to which she was exposed as a youth, being an atheist feminist that chose career over family, that cuckolded her husband and bore him no progeny, and believed women should hold public office.
