Kellogg Mookerjee Memorial Seminary SDA School, Part-2, Gopalgonj, Bangladesh by Sunil Sarkar

CHAPTER 1
INTRODUCTION
The People’s Republic of Bangladesh (Gana Prajatantri
Bangladesh) is a country on the Indian subcontinent in southern
Asia. It occupies about 56,700 square miles (147,800 square
kilometer). The name Bangladesh means “Land of the Bengali
People” in Bengali language. Some Bengalis also live across the
boundary in India in the state of West Bengal. The Bengalis are
an ancient people, with a history going back to thousands of
years. But Bangladesh as an independent country is only about 30
years old. Before 1971, it was a division of India’s great rival,
Pakistan. (March, 2004)
The landscape of Bangladesh is dominated by the confluence
of the Ganges (Padma), the Brahmaputra (Jamuna), and the Meghna
river systems. The country constitutes the eastern two-thirds of
the Ganges-Brahmaputra deltaic plain, stretches north ward to
include the triangular wedge of land between the Ganges and the
Brahmaputra above their confluence, and extends eastward to
embrace the valley plain of the Surma River. Farther east, the
alluvial plains give place to ridges running mainly north-south
that form part of the mountain divide with Myanmar in the
southeast (Esposito, 1994, p.867).

2
More than two-third of Bangladesh’s land is considered
primarily in the lowland regions; one-fifth is irrigated. Green
forests cover about one-sixth of the country. Plant and animal
life is abundant and varied and includes royal Bengal tigers,
clouded leopards, and Asian elephants, all endangered species
(Esposito, 1994, p.867).
According to the Bangladesh Bureau of Statistics,

the literacy rate of the age 7+ populations in 1995
was 44.3 percent. Of this, the male literacy rate was
50.40 percent and the female literacy rate 28.50
percent. In a 123 million population with a 7+ aged
population of 100 million, 55 million are illiterate,
of whom 37 million are female. According to a 1996
estimate of the Planning Commission of Bangladesh, the
primary school-aged population was 17.519 million.
Enrollment came to 89.64 percent of this figure, and
improved to 92 percent if NGO non formal schools were
included. The Education Watch Report 1998, an
independent attempt by a research group to assess the
primary education situation in Bangladesh on a yearly
basis, surveyed 312 villages from all 64 districts and
the metropolitan cities and arrived at a weighted
national net enrollment rate of 77 percent for 1998.
This means that 23 percent of children, 6-10 years
age, were not enrolled. Girls’ enrollment was actually
more (78.6 percent) than boys (75,5percent). An
analysis of the gross enrollment information showed
that one-third of all students enrolled in primary
classes came from above the primary age group
(Ibrahim, 2003, p.1).
In this great land of Bengalis, Kellogg-Mookerjee Memorial
Seminary School was founded. This became the beacon in Bengal,
later East Pakistan and now Bangladesh (Dass, 1983, p.9).

3
In this research the researcher studied the establishment,
development and contribution of Kellogg-Mookerjee Memorial
Seventh day Adventist School, Gopalgonj, Bangladesh.
Statement of the Problem
The historical facts of Kellogg-Mookerjee Memorial Seminary
School, Gopalgunj, Bangladesh is scattered and disorganized
regarding its establishment, development and contribution. The
problem of this research work is to reorganize and recollect
those historical facts and present it to Bangladesh Adventist
Community in a meaningful and systematic way.
Purpose of the Study
The purpose of the study is to collect, to study, to find
out and to preserve the historical records of establishment,
development and contribution of the Kellogg-Mookerjee Memorial
Seminary school, Gopalgonj, Bangladesh by collecting the records
from various books, journals, magazines, documents, manuscripts
and interviews about the school in a organized form, which are
presently scattered and not arranged in a systematic
comprehensive manner.
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Significance of the Study
1. This study is useful and significant in collecting and
preserving the historical records of Kellogg-Mookerjee Memorial
Seminary School in a systematic way.
2. This study is useful to Bangladeshi educationists,
teachers and church members since it shows the establishment,
development and contributions of Kellogg-Mookerjee Memorial
Seminary School.
3. The researcher has deep interest in the school to know
its origin, development and contribution because of his love for
the school, and feels part of it by studying and growing up at
the school.
4. This study helps future researchers and the laymen for
further study and documentation.
5. The research also helps teachers, workers and laymen to
know what the institution exists for.
Questions to be Answered
The following questions guide the study:
1. What were the conditions of Kellogg-Mookerjee Memorial
Seminary School before independence of Bangladesh?
2. What are the conditions of Kellogg-Mookerjee Memorial Seminary
School after independence till June, 2008?

5
3. What are the contributions made by Kellogg-Mookerjee Memorial
Seminary School?
Limitations of the Study
This study was limited in the sense that many conditions and
circumstances were responsible for a particular event. Hence, it
is difficult for the researcher to interpret and evaluate
accurately the significance or influence of the events.
Delimitations of the Study
This study was restricted to the growth and development of
Kellogg-Mookerjee Memorial Seminary School in Gopalgonj District,
Bangladesh. It does not seek to draw comparisons or differences
with other Seventh – day Adventist schools in Bangladesh or
elsewhere. This study is completed in year of 2008 and the
results are confined to this year.
Assumptions
The researcher assumed that the recording of data of
Kellogg-Mookerjee Memorial Seminary School could be done with
spoken accounts and interviews of the administrators, teachers,
and founding members and ex-students, he also assumed the records
kept so far should be authentic.

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Definition of Terms
The following terms are defined as it is used in the context:
Lungi: A long and colorful wrapped skirt like pant for men
to wear.
Sarang: A thin colorful towel.
Burqa: A dress or veil of traditional Muslim women.
Bangla: Name of Bengali language.
Kababs: Meats made fried sticks.
Kofta: meatballs cooked in gravy.
Birani: rice mixed with chicken, beef or mutton.
Dahl: cooked yellow lentils.
Bangoli: Bengali speaking people.
Bhaji: fried curry.
Rooti: chapatti.
Kabaddi: a type of game played in Bangladesh.
Durga puja: the festival of women Lord Durga of Hindus.
Shia: Types of Muslim.
Sundarbans: Mangrove forest in southern part of Bangladesh,
where Royal Bengal Tiger is found.
Organization of the Study

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Chapter one deals with the introduction, statement of the
problem, purpose of the study, the limitations and delimitations
of the study, assumptions and definitions of terms.
Chapter two deal with the review of related literature.
Chapter three deals with the methodology of research, which
includes type of research, research procedures, sources of data,
research design and time line.
Chapter four deal with the phase of Kellogg-Mookerjee
Memorial Seminary School before the Independence of Bangladesh.
Chapter five deal with the phase of Kellogg-Mookerjee
Memorial Seminary School after the Independence of Bangladesh.
Chapter six deal with summary, conclusion and recommendation
for the further study of the research.

8
CHAPTER 2
REVIEW OF RELATED LITERATURE
This review of related literature is to enable the reader to
understand and to be acquainted with the geographical background
of Bangladesh, Gopalgonj District, origin and history of
Bangladesh and Bengali, genesis of Seventh-day Adventist
education in Bangladesh, the pioneering work for establishing the
Kellogg-Mookerjee Memorial Seminary School, and Lal Gopal
Mookerjee as a founder of Kellogg-Mookerjee Memorial Seminary
School. Attempt has been made to pave the way for a detail study
at the other chapters.
Geographical Background of Bangladesh
Bangladesh, relatively small costal country of south-central
Asia, covering an area of 55,598 square miles (143,998 square
km), The country lies between latitudes 20°34´ and 16°38´ N
(about 390 miles [625 km] from extreme north and south
extensions) and between longitudes 88°01´ and 92°41´ E(about 190
miles[305 km] from east to west. To the south Bangladesh has an
irregular coastline fronting the Bay of Bengal and is bordered on
the southeast by Myanmar (Burma). The Indian states of West
Bengal to the west and north, Assam and Meghalaya to the

9
northeast, and Tripura and Mizoram to the east line the border
between Bangladesh and India (Esposito, 1994, p.866).
Physical Features
Expecting small higher areas of old alluvium, the whole
plain is a flat surface of new alluvium, having a very gentle
slope, generally with an elevation of less then 30 feet above sea
level. More than 90 percent of the area of Bangladesh is composed
of plains. There are lakes, swamps, and marshes from the other
important aspect of the amphibious landscape. On the flatlands,
rivers divide and subdivide themselves into numerous
distributaries with raised banks. The South-central Bangladesh is
composed of an old western delta, with dead and decaying rivers
and this costal belt carries the mangrove forests called
Sunddarbans, and is a salt marsh. The narrow southeastern coastal
belt near Noakhali and Chittagong is formed of both old and
recent alluvium. To the east of the southern coastal belt lies
the hilly area known as the Chittagong Hill Tracts, which
consists of low hills of soft rocks, mainly clay and shale
(Esposito, 1994, p.867).

10
Climate and Hydrology
The climate and hydrology of Bangladesh are dramatically
affected by the annual monsoon season (June through October); 75
percent of the country’s precipitation, accounting for nearly 80
percent of water discharged annually into the Bay of Bengal,
occurs during this five-month period. The temperature varies
generally between 70° F (21° C) in the winter and 95° F (35° C)
in the summer. In the early summer (April and May) and late in
the monsoon season, rain, storms, including cyclones with winds
occurs which frequently inundated the extensive coastal lowland
areas of Bangladesh (Esposito, 1994, p.867).
Agriculture
The Economy of Bangladesh is almost entirely agricultural.
The primary crops are rice, which is the major food, jute, the
major export crop; fish and tea, used both as food and as an
export commodity to jute as a potential earner of foreign
exchange.
Rice occupies about 80% of the cultivated land and is grown
in three separate crops: summer rice (Aus) is harvested in July
or August, at which time autumn rice (Amon) is planted while
water from the monsoon rains is still plentiful. Winter rice
(Boro) is planted and harvested during the drier season of
December through April (Golier, 1984, p. 161b).

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The People
The majority of the country’s population is Bengali, an
ethnic as well as linguistic group, who are primarily Muslims.
Most of the country’s population professes the religion of Islam;
relatively small minorities are Hindus. The Chittagong Hill
Tracts in the Southeastern Bangladesh are inhabited largely by
tribal peoples, including the Chakmas, Marma, the Tripura, and
the Mro who are predominantly Buddhists (Esposito, 1994, p.867).
The Major Languages spoken in Bangladesh is Bengali,
English, Urdu, Santali, Garo, Hindi, Lushai, Burmese, and over 30
smaller languages (Barrett, 1982, p. 164).
Customs
An important part of the Bengali culture heritage is
represented by literature. Rabindranath Tagore, winner of the
Nobel Prize for Literature in 1913, wrote many of his poems and
short stories about the beautiful Bengali countryside, most of
all about the Ganges River. His song “Our Golden Bengal” became
the national anthem of Bangladesh (Esposito, 1994, p.868).
Bengali language plays a very important role to bind up the
West Bengal, India’s Bengali speaking people and Bangladeshi
Bengali speaking people to tide them together in a cultural bond
which is easternmost branch of the Indo-Aryan family. The Bengali

12
speakers, most of whom are Muslims, share a physical and cultural
heritage with their Hindu neighbors in West Bengal. The Hindus
among the Bengali-speaking population share the physical and
cultural characteristics of their Bengali–speaking Muslim
brothers.
The only overt difference between Muslim and Hindu Bengalis
is in the way the men and some women dress. Muslim men wear the
lungi a colorful garment resembling a sargang that is tied around
the waist. The Hindu women wear the sari, while in public many
Muslim women wear the burqa, a black or white garment that covers
the body from head to toe, with a veil for the eyes. Hindu and
Muslim Bengalis alike are justifiably proud of the long and rich
cultural heritage they share (Golier, 1984, p. 161a).
Origin and History of Bangladesh
What is now called Bangladesh is part of the historic region
of Bengal, the northeast portion of the Indian subcontinent.
Bangladesh consists primarily of East Bengal (West Bengal is part
of India and its people are primarily Hindu) plus the Sylhet
district of the Indian state of Assam.
The earliest reference to the region was to a kingdom called
Vanga, or Banga (c. 1000 B.C.). Buddhists ruled for centuries,
but by the 10th century Bengal was primarily Hindu. In 1576,
Bengal became part of the Mogul Empire, and the majority of East
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Bengalis converted to Islam. Bengal was ruled by British India
from 1757 until Britain withdrew in 1947, and Pakistan was
founded out of the two predominantly Muslim regions of the Indian
subcontinent. For almost 25 years after independence from
Britain, its history was part of Pakistan's.
West Pakistan and East Pakistan were united by religion
(Islam), but their peoples were separated by culture, physical
features, and 1,000 miles of Indian Territory.
Tension between East and West Pakistan developed from the
outset because of their vast geographic, economic, and cultural
differences. East Pakistan's Awami League, a political party
founded by the Bengali nationalist Sheik Mujibur Rahman in 1949,
sought independence from West Pakistan. Although 56% of the
population resided in East Pakistan, the West held the lion's
share of political and economic power. In 1970 East Pakistanis
secured a majority of the seats in the national assembly.
President Yahya Khan postponed the opening of the national
assembly in an attempt to circumvent East Pakistan's demand for
greater autonomy. As a consequence East Pakistan seceded, and the
independent state of Bangladesh, or Bengali nation, was
proclaimed on March 26, 1971. Civil war broke out, and with the
help of Indian troops in the last few weeks of the war; East
Pakistan defeated West Pakistan on December 16, 1971. An
estimated one million Bengalis were killed in the fighting or

14
later slaughtered. Ten million more took refuge in India. In Feb.
1974, Pakistan agreed to recognize the independent state of
Bangladesh
(Bangladesh, http://www.infoplease,com/ipa/A0107317.html,
2002).
Socio-Political Status
Religion and Beliefs
Islam is the main religion of the country. Muslim are mostly
Sunnis with a small Shia minority concentrated in urban areas.
The Muslim population increased from 77 percent in 1950 to 80
percent in 1960. Hinduism is still the principal religious and
ethnic minority in spite of gradual decline from its 22 percent
after partition in 1947.Buddhist population of Bangladesh has
never been large and numbers under one percent. Mainly in the
Chittagong Hill Tracts, especially the Buddhist tribes Chakma,
Chak, Magh and Mru; often synchronized with tribal animism.
Christians form a very small minority and consists mostly of
former low-caste Bengali Hindu peasants and a few small tribes
including Garo, Santal, Khasi, Tripera and Lushai. Traditional
tribal religions are still prevalent among the Garo, Santal and
Chittagong Hill tribes (Barrett, 1982, p. 165).

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Education
Schools based on British system: five years primary, five
years lower secondary, and two years higher secondary. Higher
education includes 758 general colleges, 7 universities, and 50
professional colleges. Traditional emphasis on arts and
humanities; increased in late 1980s on the technical subjects.
And also there are numerous religious-affiliated primary schools
to provide education. In 1988 national literacy rate officially
29 percent, possibly lower; men 39 percent, women 18 percent;
urban 35 percent, rural 17 percent
(http://www.infoplease.com/ipa/A0107317.html, 2003).
Food
Bangladesh food is influenced, like that of the rest of the
Indian subcontinent, by the regional variations of its history.
Bangladesh, once about test of the Mughal Empire, now retains
part of this heritage though its cuisine. Spicy Kababs, Kofta,
birani of al kinds are available. This tradition has combined to
form a mix with the more vegetarian, southern cuisine.
A typical meal would include a curry made with beef, mutton,
chicken, fish or eggs and vegetables, cooked in a hot spicy sauce
with mustard oil served with dahl and plain rice. Rice is
considered a higher status food than bread. Therefore at
people’s homes you will generally be served rice rather than
bread. A Bengali breakfast is usually bhaji, dahl or rooti. It is

16
not always vegetarian though sometimes there is a lump of meat
and meat bones.
Fresh fruits are also found available in Sylet, Chittagong
hill tracks and Rajshahi Division. Oranges, bananas, mangoes are
more available than other fruits (McAdam.2004, p.36-38).
Sports
Sports and games form an integral part of Bangladeshi's
life. In the villages one might see a passel of kids kicking a
football, or in some dusty alley one might see kids playing
cricket. Though Bangladesh is not a major sporting power in any
sense, Bangladeshi athletes and sportspersons have brought her
many laurels. Crickets, Football, Chess, and Kabadi are the other
common game of Bangladesh (Virtual Bangladesh,
http://www.virtualbangladesh.com/sports/index.html).
Kabaddi is the national game of Bangladesh. In Kabaddi, two
teams compete with each other for higher scores, by touching or
capturing the players of the opponent team. Each team consists of
12 players, of which seven are on court at a time, and five in
reserve. The two teams fight for higher scores, alternating
defiance and offense. The court is as large as that for a dodge
ball game. The game consists of two 20-minute halves, with a
break of five minutes for change of sides
(http://www.virtualbangladesh.com/sports/kabaddi.html).
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Festivals
One of the most exciting events to be part of in Bangladesh
is the colorful Durga puja, which occurs around the second week
of October. Around Durga Puja there’s a colorful boat race every
year, which is inaugurated by president of the country each year.
Each longboat is crumbled with roughly 60 oarsmen and the
completion ensues amidst of continuous clapping bye the
spectators.
Another interesting festival is on 21st February, of every
year, which is called International Mother Language Day. This day
commemorates the martyrs who fought in the 1952 Language Movement
to make Bangla as their national language. Everywhere in
Bangladesh the people observe it by staying in bare foot and
black flags and dress people gathers in relies, meetings and
cultural functions (McAdam, 2004, p.56).
Geographical Background of Gopalgonj District
Gopalganj is a district (zila in Bangla) in the Dhaka
division (bibhag in Bangla) of Bangladesh. The district has about
1.1 million inhabitants and its surface area is 1.490 km². The
main city of the district is also called Gopalganj.
Gopalganj is subdivided into five sub districts
(upazila/thana). Sheikh Mujibur Rahman, the first prime minister

18
and president of independent Bangladesh, was born in Tungipara, a
village in this district
(htt://en.wipeida.org/wiki/gopalganj.district).
1. Gopalganj Sadar Upazila: 23.0167° N 89.8333° E . It
has 51630 units of house hold and total area 391.35 km².As of 1991
Bangladesh census, Gopalganj Sadar has a population of 291409.
Males constitute are 50.73 percent of the population, and females
49.27 percent. This Upazila's eighteen up population is 141978.
Gopalganj Sadar has an average literacy rate of 44.7 percent (7+
years), and the national average of 32.4 percent literate.
2. Kashiani Upazila: Kashiani is located at 23.2167° N
89.7000° E . It has 36965 units of house hold and total area
299.64 km².As of 1991 Bangladesh census, Kashiani has a
population of 205596. Males constitute are 50.09 percent of the
population, and females 49.91 percent. This Upazila's eighteen up
population is 101974. Kashiani has an average literacy rate of
39.7 percent (7+ years), and the national average of 32.4 percent
literate.
3. Kotalipara Upazila: Kotalipara is located at
22.9833° N 89.9917° E . It has 37603 units of house hold and
total area 362.05 km².As of 1991 Bangladesh census, Kotalipara
has a population of 206195. Males constitute are 50.48 percent of
the population, and females 49.52 percent. This Upazila's

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eighteen up population is 102198. Kotalipara has an average
literacy rate of 34.8 percent (7+ years), and the national
average of 32.4 percent literate.
4. Muksudpur Upazila: Muksudpur is located at 23.3167°
N 89.8667° E . It has 49965 units of house hold and total area
309.63 km².Muksudpur has 17 Unions/Wards, 207 Mauzas/Mahallas,
and 260 villages. As of 1991 Bangladesh census, Muksudpur has a
population is 132738. Muksudpur has an average literacy rate of
literate.
5. Tungipara Upazila: Tungipara is located at 22.9000°
N 89.8833° E . It has 16030 units of house hold and total area
127.25 km². As of 1991 Bangladesh cebsus, Tungipara has a
population is 42147. Tungipara has an average literacy rate of
literate. Tungipara has 5 Unions/Wards, 33 Mauzas/Mahallas, and
67 villages.
Genesis of Seventh - day Adventist Education in Bangladesh

20
Adventism entered relatively early in India in
Adventist mission history, and made a great progress-such
progress as Christian mission know there-was made despite
the handicaps of climate, caste, and the stubborn resistance
of Hindu and Moslem. Not only literature work and preaching-
those time horned and success tested agencies used in the
West- were tried here, but medical ministry, schools, care
of orphans, and zenana work. While at first the chief effect
was on those of European blood, there were some notable
accessions from among the native peoples, one of them, A.C.
Mookerjee, being the grandson of Carey’s first convert
(Spilding, 1962, pp.108).
The first printing press owned by SDA’s in India was
set up in 1903, when the Watchman Press was established at
38 Free School Street in Calcutta (Neufeld, 1962, p.629).
Lal Gopal Mookerjee (1922) wrote in Eastern Tidings
about the introduction of new sects in East Bengal who kept
seventh day of the week as their Sabbath and A.C.Mookerjee,
his father, among the Bengali Christians who had joined the
seventh-day Sabbath keepers in 1906(pp. 6).
Seventh-day Adventist’s began work in the territory of
Bangladesh in the last decade of the nineteenth century,
when colporteurs from Calcutta entered the area. In 1906,
Lal Gopal Mookerjee, an early convert in India and a

21
descendant of Willam Carey’s first convert, opened the first
SDA mission station in East Bengal (now Bangladesh) at
Gopalgunj. With his own funds he paid for the mission
buildings, his own dwelling, a church, a dispensary, and a
residence for other national workers (Neufeld, 1976, p.125).
In 1909 the first meeting of the Bengali church members was
held at Gopalgunj station of East Bengal, now Bangladesh, which
had been opened in 1906 by L.G.Mookerjee (Neufeld, 1976,p.628).
Although Seventh-day Adventist literature evangelist has
entered Bengal in the 1880’s, Lal Gopal Mookerjee established the
first Adventist mission station in the area in 1906. Adventists
organized their first church at Barishal in 1910 and established
a girl’s school at Hoogli in 1916 and a boy’s school at Gopalgunj
five years latter. In 1946 this institution became Kellogg-
Mookerjee Memorial Seminary. Mean while, the territory that is
Bangladesh was part of the Bengali Mission, organized in 1910,
and later operated under other missions when independence came to
the country in 1971, the Seventh-day Adventist organization took
the name Bangladesh Section and in 1979 become the Bangladesh
Union Mission. As of 2003 the Union Mission was part of the
Southern Asia Pacific Division, with 90 churches and membership
of about 27,000. It operated the Bangladesh Adventist Seminary
and College, three secondary schools, Adventist Dental Clinic and
Bangladesh Publishing House (Land, 2005, p.32).

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Pioneering Work for Establishing Kellogg-Mookerjee Memorial
Seminary School
L.G. Mookerjee, A.G. Watson, W.A.Barlow, and W.W.Miller were
assigned to work in East Bengal.W.R. French, who had recently
arrived from America, was given supervision of the work in that
area. L.G. Burgess succeeded him in 1915 and by L.G. Mookerjee in
1919 (Neufeld, 1976, p.126).
Neufeld (1976) says, in 1921, a boarding school for boys was
opened at Gopalgunj. Mrs.L.G. Mookerjee, whose husband was
superintendent of the field, was principal of the school. In
1926, A.G. Youngberg became field superintendent and principal of
the school. In 1929, a physician, C.F.Schilling, came as
dispensary doctor and his wife as principal of the school. In the
same year, a girl’s school (called the Bengali Girl’s School),
which had been established in 1916, was transferred from Hoogli,
West Bengal, to Gopalgunj and was combined with the boys’ school
in 1932. In 1939 the school was transferred to Jalirpar, about 18
miles north of Gopalgunj (p.125).
Mookerjee, Lal Gopal(1882-1952): Founder of Kellogg-Mookerjee
Memorial Seminary School

23
In 1902 a medical station was opened a Chandernagore,
some 30 miles north of Calcutta, where Samantha Whites and
Grace Kellogg, a newly arrived worker administered simple
treatments (Neufeld, 1962,p.629).
Mookerjee, Lal Gopal received education in government
schools and Rippon College and in 1901 joined the Adventist
movement working at the sanitarium and food factory from
1901-1905(Spilding, 1962, pp.927).
Pastor L.G. Mookerjee, is a Pioneer national evangelist in
India and Pakistan. He was a member of a family of early SDA
converts in Calcutta, India, and spent most of his life working
among the people of Bengal. In 1904 he married Grace Kellogg, one
of the early SDA workers in India. In 1906 he pioneered the SDA
work in what is now Bangladesh and established at his own expense
the Gopalgunj mission station. While there hi s wife contracted a
disease that shortly afterward took her life. Going to United
States, he attended Washington Missionary College for two years.
Upon his return he engaged in evangelist work in Calcutta until
1913. In 1911 he married Clara May Loveday. In 1917 was ordained
to the ministry (Neufeld, 1976, p.927).
Land (2005) says, after attending Washington Missionary
College (later Columbia Union College), in the United States, he
returned to India, where he worked as an evangelist in Calcutta
until 1913, He subsequently held a number of administrative

24
positions, edited the Bengalis ‘Signs of the Times’, and taught
at the institutions latter named Spicer Memorial College (p.2003).
Neufeld (1976) also says, Mookerjee was president of the
East Bengal field, editor of the Bengali Signs of the Times,
secretary of the Northeast India Union Training School, Bible
teacher at Spicer Missionary College, and departmental secretary
in several departments of the Northeast and South India Unions.
In his latter years he was associated with the establishment and
development of the Voice of Prophecy correspondence school, and
headed the religious liberty and temperance departments in the
Southern Asia Division. He retired in 1950(p.927).
He sleeps in Jesus on February 14, 1952 at 6:55 P.M.
(Spiess, 1952, pp.8)
Summary
This chapter has dealt with geographical background of
Gopalgunj District, origin and history of Bengali, genesis of
Seventh-day Adventist education in Bangladesh, pioneering work
for establishing of Kellogg-Mookerjee Memorial Seminary and
Evangelist Lal Gopal Mookerjee the founder of the Kellogg-
Mookerjee Memorial Seminary School.
CHAPTER 3
25
METHODOLOGY
Type of Research
In this research study, the researcher used the historical
descriptive method to understand, the past and tried to
understand the present in the light of past events and
developments of the school.
Procedures of the Study
The following procedures were used in the research:
1. The researcher took the permission of the Dean of the school
of education of Master of Arts at Spicer Memorial College to
conduct this research.
2. The Principal of Kellogg-Mookerjee Memorial Seminary School
was informed about procedure of this research.
3. Important documents, records, and other relevant materials
were collected from the school, office of Bangladesh Union
Mission Education Department, Southern Asia Pacific Division
websites, and websites of General Conference of SDA, which
keeps records of the school and from various people who know
the school.
4. The researcher used books, articles, magazines, manuscripts,
receipts, minutes and journals, which contain the history
and geography of the institution.

26
5. The researcher interviewed and prepared the questionnaire to
get the relevant information.
Source of Data
The primary and main authentic sources for the study are:
The school filing documents, Bangladesh Union Mission reports,
the records in Easter Tidings and Southern Asia Tidings, Seventh-
day Adventist yearbooks, books, websites of Southern Asia pacific
Division of Seventh-day Adventists, websites of the world
Seventh-day Adventists Church; and individuals who has first hand
experiences in the school in the past and with the history of
Seventh-day Adventist in Bangladesh.
The secondary sources for this study use websites, books,
journals, records, minutes, receipts, pictures, encyclopedia, and
articles related to the history and education.
Research Design
Data Collection and Treatment

27
Research of various documents was conducted from the first
hand direct reports and writings of the pioneers, founders and
principals of the school who had spontaneously corresponded with
world church, Oriental Watchman Publishing House and Review and
Herald Publishing Association to report and make aware their work
at the school through various books and magazines.
Various documents were gathered from Bangladesh Union
Mission education department and other departments, which has a
relation with the history of Kellogg-Mookerjee Memorial Seminary
Seventh-day Adventist school.
Interviews were conducted with people who have attended this
institution before, and have worked and now retired from this
institution. The researcher interviewed three teachers and five
students. There were formal and informal interviews to measure
the data. The formal interviews conducted with specific questions
and informal information collected through personal conversation
and web communication, with the relatives and friends who have
worked in this institution and some who are settled abroad.
Historical criticism
28
The researcher applied the internal and external criticisms
to prove the genuineness and the authenticity of the materials
that are considered as primary sources. This removed the elements
of bias from the research.
Data Analysis
Appropriate content for analyses was made to collect the
data, which helps in the formation of an organized set of
information concerning the history of Kellogg-Mookerjee Memorial
Seminary Seventh-day Adventist School. To validate and to avoid
bias of the information, the interviews and the data is compared
with other sources of published journals, magazines, office
records and websites.
These were the elements, which helped the researcher to
organize the history of Kellogg-Mookerjee Memorial Seminary
Seventh-day Adventist School.
CHAPTER 4
29
PHASE OF THE KELLOGG-MOOKERJEE MEMORIAL SEMINARY SCHOOL

BEFORE THE INDEPENDENCE
The history of Kellogg-Mookerjee Memorial Seminary
Seventh-day Adventist School can be divided into two phases
to specify the events in details. They are: the first phases
of pre-era before independence (from 1906 - 16th, December,
1971), and second phase is after the independence war (from
16th, December, 1971 to May, 2008).This chapter will deal
with the first phase.
“We have had to undergo a few of Paul’s experiences in

connection with the cause of God in East Bengal. In
journeyings often, in perils of waters, in perils of
robbers, in perils by mine own country men, n weariness
and painfulness, in watehings often, in hunger and
thirst, in fastings often, the work of the Third
Angel’s Message was opened in Eastern Bengal”
(Mookerjee, 1922,p.7).
A number of evangelists, medical worker and
missionaries were appointed in the Land of Bengal in the
beginning of 19th century, and Pastor and Mrs. Mookerjee
(Garace Kellogg) were one of successful missionary who is
the reason for many Seventh-day Adventist souls in
Bangladesh. In 1906 Pastor and Mrs. Mookerjee discovered
this new mission field in East Bengal, at Gopalgunj which
was the first mission station for Seventh-day Adventist
Church of Bangladesh. In the initial stage they rented a
mud-floored, mat-walled jute godown house for Rs.900 per

30
month at the heart of a bazaar without any appreciation of
Mission budget for that area and started Preaching Third
Angel’s Message. They printed their own tracts, engage
preachers, school teachers, find out dispensary assistants,
hire boats to go out on preaching tours, distributing
literature, bought land and make modest bungalow, school and
dispensary quarters all at their won expense. Sickness in
the family in 1908 changed the target of the work and they
had to move to United States to wife’s native place. Though
the sickness and death of his first wife cause a great harm
for the school work at Gopalgunj still Pastor Mookerjee did
not give up the hope to build up his dreamed boarding
school. In 1915 Pastor Mookerjee had come back with his wife
Clara May Loveday to repair the work which was carried on
under disadvantage.
In 1917 the long visit leading brethren, Pastor
W.W.Fletcher who spent eighteen days one a boat with Pastor
Mookerjee to study the interests of the work and to get
better acquainted with the present work and the visit of
J.E. Fulton changed the past work of East Bengle with list
of several workers.
The founder of the school in Eastern Asia Tidings
writes the climax under which the school was formed:
Mookerjee L.G. (1922, January) Wrote:

31
The beginning of 1921 found us in our new

bungalow, and now that the purchasing of land and a
good share of the building work is finished, we can
spend more time in looking after the work of saving
souls than the “ serving of tables”…
Territory
East Bengal has within its boundaries fifteen

Districts reaching up to the border of Burma. It has a
population of about twenty-five million, which is more
than half the population of the British Isles and one-
fourth, that of the United States of America…
General Conditions
The people are for the most part cultivators and

fishermen. The whole country assumes altogether a
different aspect during the rainy months, when it is
mandated. Famines due to floods have become so habitual
with the masses of the population that they almost
accept them as the normal state of things. This
accounts for the dire poverty of the mass of the
people. Cyclones also sweep the country from time to
time rendering the villagers homeless. This year large
sections of the province suffered much damage from
floods, destroying large areas of rice fields. From six
inches to one foot and a half of water covered our won
mission compound, so every time my wife and I stepped
out of the house for two or three weeks before we went
to the hills, we were compelled to go wading bare-foot
through the water.
Our Christians are very poor, earning on the
average from six to annas per day on which to support
themselves and their families. Many of them are too
poor even to buy a Bible. One of our sisters used to go
regularly to the house of our worker in her village to
read her daily Bible portion until we heard of it and
presented her with a copy of the Bible.
Evangelical Work
We have on the staff six evangelists besides the

writer. Our Christians are scattered in three districts
and about thirty-five villages. These Sabbath keepers
are grouped together into five churches and three
32
companies. The fifth church and one new company were

added to our list this year…
Colporteur Work
A large number of books, papers, and tracts have

been distributed, and we trust that this message filled
literature will win souls for the kingdom of heaven…
Educational Work
Two primary village schools and one central boys’

boarding school, teaching up to the seven standards are
being conducted with an enrollment of about sixty-five.
More schools should be opened soon as calls have come
form several places fro village schools. It is our plan
for the village schools to serve as feeders or our
central school at Gopalgunj, and thence to our Union
Training School, and also our girls will be sent from
our village schools, to Calcutta. In 1920 we had only
two village schoolteachers; this year we have three
village schoolteachers and three Gopalgunj boarding
school teachers. The boarding school at Gopalgunj was
started in January of this year, and has supplied a
long-felt need in our mission.
Sabbath Work
There are eight Sabbath schools in our Mission

with a total membership of about 120. The total Sabbath
school offerings from January 1920 to the end of
October, 1921- one year and ten months- amounted to
R.352-8-6. It is encouraging to look over the field and
to think of the Sabbath schools in this widely
separated territory which week by week are calling the
members together every Sabbath morning at about eight
o’clock to instruct them in the way of life (pp.6-8)
Location
In 1906 a land was bought by Lal Gopal Mookerjee his
wife Grace Kellogg Mookerjee at Gopalgunj, Gatepera that
became the first mission station in East Bengal (now

33
Bangladesh). And a village school was established in that
area with the self supported dispensary work of Pastor and
Mrs. Mookerjee. Another location was found by Lal Gopal
Mookerjee and his wife Clara May Loveday in 1918 at
Jalirpar, in Faridpur district (now Gopalgunj) of East
Bengal (now Bangladesh) when they started their first
boarding school for boys to its present location, which is
located in the lower Ganges of Madhumati River, at the bank
of Kumar Nadi(Kumar river).This school officially became a
central boding school in the month of January of 1921.
Willoughby (1922) wrote:
“After a few more days in the office, I left for East

Bengal and spent a week with Pastor Mookerjee visiting
some of the villages where our work is flourishing in
his field. As his field lies largely in the delta of
the Ganges, transporting is a great item. Traveling
must be done entirely in boats. It was a very
interesting trip through the many cannels, overshadowed
with beautiful trees. As the propellers on the good
house-boat” Canal Friend” consist of long bamboo poles
and two or three oars, no great speed is ever attained.
Then, too, we occasionally stuck the mud and were
obliged to wait for the rising tide before going
further. In the few villages were we visited we were
met most cordially. Here, too, we have all too few
workers, but they are laboring courageously and the
prospects for rapid development are very hopeful. This
year the workers have each set a goal that they are
trying hard reach. If they are successful we shall have
one hundred converts in East Bengal during the present
year”(p.4).
In 1930 under the charge of a missionary medical worker
C.F.Schilling the school moved to Gatepara,Gopalgunj(proper)

34
where the first mission station, dispensary and the school
was built by L.G.Mookerjee and his wife. And in this year
another boarding school which used to be called ‘Bangali
Girls School’ was transferred from Hogli to Gopalgunj as it
became a coeducational boarding school for boys and girls.
Presently this location is recognized as South Bangladesh
Mission of Seventh-day Adventist,Gatepara, Gopalgunj,
Bangladesh.
In 1939 the school was allocated back to its previous
position, which is the present location of the school at
Jalirpar, Gopalgunj, East Bengal (now Bangladesh) which is three
miles south of Takherhat and eighteen miles north from South
Bangladesh Mission of SDA, Gatepara, Gopalgunj(Proper),
Bangladesh in January,1921.
School Plant
However, the work for the school, dispensary and church
started by L.G.Mookerjee the superintendent of field of East
Bengal in 1906; he was not able to put forth a boarding school
several times but for sickness and the service of SDA church as
the transferred affected the work. Initially they operated
several village schools but in 1915 when he was transferred back
to Gopalgunj Gatepara, he was able to build a boarding school in
1916, which is called “Boys’ School” by Pastor Mookerjee and

35
Mrs.Mookerjee. In January, 1921 another a officially declared
boarding school was formed by Pastor and Mrs.Mookerjee at
Jalirpar, Faridpur district (now Gopalgunj) of East Bengal (now
Bangladesh).
Pastor and Mrs. Mookerjee walked many miles in foot,
traveled many hours in boat, and visited needy, sick and poor
believers and nonbelievers to preach the Third Angels Message,
collected funds, to gather children and adults to put forth
Church and support the schools.
It is really heartening to realize that in spite of floods,
famines, and epidemics the work of God goes steadily forward.
Under the most adverse circumstances souls are called out and
made ready for the Kingdom of God by Pastor and Mrs.Mookerjee.
They had gone through many sickness, pressures, painfulness,
hardships and obstacles to put forth this school.
“Pastor and Sister L.G.Mookerjee have gone to Simla, where

Brother Mookerjee will be under the medical care of
Dr.Clark. Our dear brother has been suffering for several
months, and we trust that the change to Simla will greatly
help matters. May the Lord raise up His faithful worker for
further service” (McWhinny, 1923.p.6).
They faced many other challenges from the localities and
government offices for converting Hindus and Muslims and
purchasing the land for the schools.
“Pastor Willoughby, Mookerjee and Brother T.J.Michael

visited the district magistrate at Faridpur recently in
connection with the properties held by the mission in that
district of East Bengal”(Wellman S.A.1924.p.3).
36
Finally in the month of January 1921 they had started a
officially declared self-supported boarding school at Jalirpar,
Faridpur district of East Bengal (now Bangladesh) in name
‘Bengali Boy’s School’. There was another school run by Pastor
and Mrs.Mookerjee at Gatepara( Gopalgonj),Faridpur district of
East Bengal(now Bangladesh) at the dispensary in name
‘Gopalgunj(S.D.A) Middle English School’(Walton, p.484-486).
In 1930 after these schools combined and became ‘Bengali Co-
Educational School at Gatepara, Gopaljung in charge of
C.F.Schelling; the names of the schools were ‘Bengali Boy’s
Middle School’ and ‘Gopalgunj Primary English School’ (Schilling,
1933, p.5-6).
The school operated under several names as indicated in
table 1:
Table: 1
Different names given to the school
SL No. Years Name of the School

1. 1916-1925 Bengali Boy’s School
2. 1925-1930 Bengal Boys’ Middle School
3. 1930-1938 Bengali Co-Educational School
4. 1938-1939 S.D.A Mission High School
5. 1940-1942 Jalirpar High School
6. 1943-1945 Jalirpar Secondary Boarding School
7. 1946-1949 Kellogg-Mookerjee High School
Kellogg-Mookerjee Elementary Boarding
8. 1950-1951 School
9. 1951-1952 Kellogg-Mookerjee Boarding School
10. 1953-1977 Kellogg-Mookerjee Memorial High School
11. 1977-2008 Kellogg-Mookerjee Memorial Seminary
37
Pastor and Mrs. Mookerjee not only plant the school but took
constant care of the school through out of his life. The school
was named in the name of Pastor Mookerjee’s first wife Grace
Kellogg, an American missionary in East Bengal and who had given
her life for the cause of God.
The Hostel
L.G. Mookerjee became the superintendents for the area
in 1919 and he was the supervisor till 1926. This school
became the first mission station for SDA and Annual meeting
of SDA Church for North East Union had been conducted in
this premises. In the beginning of 1921 Pastor and Mrs.
Mookerjee were able to build a bamboo made, tin shaded and
straw walled dormitory for boys, a house for conducting
class room activities and a small kitchen for cooking food
for students, workers and few parents (Mookerjee, 1923,p.7).
In 1926, A.G. Youngberg became field superintendent and
principal of the school and prepares a building for the
purpose of Managers house, classroom, and office work but
boys remained in the same house prepared by L.G.Mookerjee.
In 1929 C.F.Schilling, came to Gatepara, Gopalgunj(proper)
to open medical work. The school moved to Gatepara,
Gopalgunj and C.F. Schilling took charge of the school and
his wife Mrs. Schilling as principal of the school. There

38
was a girl’s school (called Bengali Girls’ School) in
Hoogli, which had been established in 1916, was transferred
from Hooghli to Gopalgunj and the school became
coeducational boarding school. Dormitories for girls also
made in tin shaded bamboo made and straw walled.
In 1931, the school was made a full fledge high school
under the direction of Pastor and Mrs. Mookerjee and LeRoy
Hunter.
Principal, H.H. Mattison came in the school in 1938, and
next year the school was transferred from central Gopalgunj to
Jalirpar, Faridpur district (Present day Gopalgunj district)
which is 19 miles north, near branch of Modhumati River (Present
name, Kumar Canal), exchanging place with a SDA hospital that had
been established there in 1931 by C.F. Schilling. The vacated
Jalirpar Hospital building provided school and dormitory
accommodation. On its new campus it was known first as Jalirpar
Secondary Boarding School; then, since 1946, as the Kellogg-
Mookerjee High School.
A building program begun in 1957 has provided a boys’
dormitory, a girls’ dormitory, a chapel, a kitchen, a press
building, and industrial building, and four duplex homes for
teachers, all the new building are of brick construction. The
enrollment in the school was composed of Bangali, Garo, and
Santal Students. A building program begun in 1957 has provided

39
boys’ dormitory, a girls’ dormitory, a chapel, a kitchen, a press
building, an industrial building, a four duplex homes for
teachers. All of these new buildings were brick contraction
(Neufeld, 1976, p.726).
The number of students enrolled every year in the hostel and
as day-Schaller is given bellow in the table 2:
Table 2
Enrollment of students before Independence:
Year Number of Students

1818 19
1919 30
1920 20
1921 20
1922 20
1923 20
1924 40
1925 25
1926 25
1927 25
1928 25
1929 70
1930 70
1931 53
1932 60
1933 64
1934 66
1935 90
1936 107
1937 70
1938 70
1939 70
1940 76
1941 104
1942 50
1943 47
40
1944 97
1945 97
1946 97
1947 87
1948 53
1949 26
1950 30
1951 44
1952 42
1953 79
1954 102
1955 130
1956 130
1957 77
1958 130
1959 140
1960 140
1961 137
1962 135
1963 135
1964 135
1965 134
1966 135
1967 101
1968 80
1969 90
1970 112
1971 90
(Walton, p.486)
Curriculum
Pastor and Mrs. L.G.Mookerjee constructed the school
curriculum in the initial stage on their own though they were not
experts in constructing curriculums while planning the curriculum
they consulted experts in the ministry of education who helped
them to plan the curriculum. The curriculum emphasized various
criteria which included psychological, socio-political, students

41
interests, student readiness, practical, philosophical
categories, needs of the society and the physical and mental
needs of the students. But latter the school adopted the
curriculum of Southern Asia Division of Seventh-day Adventist,
General Conference.
They started off with classes KG, A, B, and up to VI. The
subjects taught in each class were relevant and standardized
according to the requirements and capacity of the students, there
was a systematic order at various stages and these stages were so
organized that there was no confusion due to the overlapping in
each stage.
The subjects taught for the students from classes KG, A, B up to
classes VI included:
1. Bible
Life of Christ
Doctrines
New Testament
Old Testament
2. Geography (Alternating with Psychology)
Geography of the world
General Psychology
3. Arithmetic
Native Accounts
Local Math
42
4. English
Vernacular Reading
Grammar
Translation
Penmanship
Writing
Spelling
5. General History
World History
New Testament History
Old Testament History
Indian History
6. Arts
Indian Music,
Drawing,
Missionary Activities
Physical Drill
7. Nature Study
Hygiene
8. Vocational Courses
Press work (Printing)
Typing
Weaving
Sewing- Darning-mending
43
Spanning
Leather work
Cooking
Carpentry
Woodwork
Agriculture
(Eastern Tidings, 1923, p.15)
Co-Curricular Activities
Co-curricular activities were to be an intrinsic part
of the educational endeavor in the school. Curricular and
co-curricular activities were considered complementary to
each other, both having equal weight and emphasis in the
total program of the school. The main co-curricular
activities of the school included:
A. Physical Activities
1. Mass Parade and drill
2. Athletics
3. Gardening
4. Indoor and outdoor games
5. Annual Sports
B. Literary and Academic Activities
1. Debate and discussion

44
2. Story writing
3. Dramatics
4. Essay writing Competition
C. Cultural Activities
1. Music
2. Flock songs and dance
3. Variety show
4. Organizing exhibition
D. Craft Activities
1. Knitting
2. Basket making
3. Embroidery
4. Backing
E. Social Welfare Activities
1. Social service in the neighboring villages
2. Cleanliness Week
3. Conducting cottage meetings
4. Branch Sabbath school program and Non-believer
visitation
5. Christmas carols and festivals
These co-curricular activities were present to the
development of the student’s entire personality and
achieving a rich social milieu of school society and
performed the real function of education.

45
Spiritual Activities
The Kellogg-Mookerjee Memorial Seminary School was in
the form of a church from the beginning. It was the first
mission station in the East Bengal (Bangladesh). Many Annual
meetings were held in this school. And thousands of people
accepted and were baptized in this school. The school’s main
focus was building the workers to preach the Third Angels
Message to the entire world baptizing them in the name of
Father, Son and Holy Spirit. The students took part in the
worship every morning and evening, which was compulsory for
the hostels. Every Sabbath all students participated in the
Sabbath School, Devine Service and Youth Service. In most
cases the students voluntarily participated in cottage
meetings, house visitations, prayer meetings, thanks giving
meetings, and preaching the gospel through branch Sabbath
school programs.
In 1957 Bengali Branch Bible Correspondence School in
the city of Dacca was opened which was the second Bengali
school in East Pakistan (now Bangladesh). This school
derived from Kellogg-Mookerjee Memorial Seminary School as
its population increased and latter became Bangladesh Union
Mission of Seventh-day Adventist (Rawson, 1957, p.4).

46
The pathfinder’s club program of Seventh day Adventists
youth was effective in the school during the time of
Principal M.W. Shultz. In 1961 the graduates of MV are 13
Friends, 9 Companions, 14 Busy Bees, 45 Sunbeams, 14
Builders and 18 Helping Hands were invested (Gyi, 1962, p.9.
Week of Prayers used to be observed twice in a year:
Week of Prayer was observed by us from December 5 to 12

because our school was to be closed fro a week,
beginning on the 7th December, so that we could have a
part in the Uplift and Big Week campaigns (Dass,
1943,p.7).
The small school grew as many accepted Jesus Christ as
their savior and spread its light around the villages of the
school and all over the districts of Bangladesh.
Many students, staff and faculty joined in Literature
Evangelism, Voice of Prophecy radio programs and self
supported ministry to preach the gospel of salvation of Lord
Jesus to many Non-believers (Jonson, 1960, p.1, 2 &10).
The School Staff
In 1921 Pastor and Mrs. Mookerjee started the school with
another two local teachers. Jonas Singh is one of these teachers
who became the headmaster in 1924 for the school. In 1929 when
the schools become co-educational with the combination of Hoogli
School, Mrs. Sarojini Sircar added to the school. In 1932 Mr. and
Mrs. H.P. Biswas, Mr. and Mrs. N Das and Mr. and Mrs. S.K.Halder
47
joined to the school to teach and supervise. There was many
missionary staff alone with them especially the Principals and
their wives. In 1934 Mr. and Mrs. Suranjan Sircar, Miss Baroi and
Mrs. Chandromoni Biswas were added to the teaching staff beside
the supervisors. The staff and faculty before the independence
are listed in table 3:
Table: 3
Supervisors and office staffs before independence (1920-1971):
Year Superintenden Principals Headmaste Preceptress

ts/ r/
Chairman Preceptor
1921 Pastor.L.G. Mrs.L. G.
Mookerjee Mookerjee
1922 Pastor.L.G. Mrs.L. G.
Mookerjee Mookerjee
1923 Pastor.L.G. Mrs.L. G. Jonas
Mookerjee Mookerjee Singh
1924 Pastor.L.G. Mrs.L. G. Jonas
Mookerjee Mookerjee Singh
1925 Pastor.L.G. Mrs.L.G.Mookerj Jonas
Mookerjee ee Singh
1926 Pastor.L.G. Mrs.L.G.Mookerj
Mookerjee ee
& C.A.Larsen
1927 A.C.Youngberg C.A.Larsen &
A.G.Youngberg
1928 A.C.Youngberg A.G.Youngberg
1929 A.C.Youngberg A.G.Youngberg &
C.F.Schilling
1930 Mrs.C.F.
A.C.Youngberg Schilling &
Mrs.L.G.Mookeree
1931 A.C.Yongberg Mrs.L.G.Mookerj
ee
1932 A.C.Yongberg Mrs.L.G.Mookerj
ee
1933 A.C. Mrs.L.G.Mookerj
48
Youngberg ee
1934 LeRoy Hunter LeRoy Hunter
1935 LeyRoy Hunter LeRoy Hunter
1939 LeRoy Hunter H.H.Mattison S.K.Halde Mr.C.M.Biswas
r
1940 Leroy Hunter H.H.Mattison &
H.H.Mattison LeRoy Hunter
1941 Leroy Hunter LeRoy Hunter
P.c.Gayen
1942 P.C.Gayen P.C.Gayen
1943 P.c.Gayen P.C.Gayen
1946 P.C.Gayen P.C.Gayen
1947 P.C.Gayen P.C.Gayen &
N.G.Mookerjee
1948 P.c.Gayen N.G.Mookerjee &
R.N.Dass
1949 P.c.Gayen R.N.Dass
1950 R.N.Dass R.N.Dass &
P.K.Gayen
1951 R.N.Dass P.K.Gayen &
S.K.Gayen
1952 R.N.Dass U.N.Halder
1953 R.S.Farnando I.R.Thomas
1956 R.S.Farnando B.J.Jacques
1957 K.S.Brown B.J.Jacques
1958 K.S.Brown B.J.Jacques
1959 K.S.Brown M.W.Shultz
1960 K.S.Brown M.W.Shultz
1961 K.S.Brown M.W.Shultz N.C.Dewri Mrs.J.C.Dass
1962 K.S.Brown M.W.Shultz N.C.Dewri Mrs.J.C.Dass
1963 K.S.Brown M.W.Shultz & B.B.Dass Mrs.J.C.Dass
N.K.Baroi
1964 K.S.Brown K.s.Brown B.B.Dass Mrs.B.B.Taluk
der
1965 K.S.Brown P.Duricheck,Jr B.B.Dass Mrs.N.K.Baroi
1966 K.S.Brown P.Duricheck,Jr B.B.Dass Mrs.N.K.Baroi
Mrs.P.D.Duri-
1967 L.F.Hardin P.Duricheck,Jr checker,Jr.
49
1968 L.F.Hardin P.Duricheck,Jr N.C.Dewri Mrs.P.D.Duri-

checker,Jr.
1969 L.F.Hardin N.C.Dewri Mrs.N.C.Dewri
1970 Jamile Jacobs N.C.Dewri Mrs.N.C.Dewri
1971 Jamile Jacobs N.C.Dewri Z.B.Bayen Mrs.n.C.Dewri
List of other teaching and vocational Staffs and faculty before
the Independence (1920-1971):
Men:
H.P.Biswas, N.Das, S.K.Halder, Suranjan Sircar, J.Singh,
Giri Bala Mundle, C.R.Sarkar, MR.P.K.Sarkar, Mr.P.K.Sarkar,
Mr.G.C.Baroya, Mr.S.C.Dewri, R.N.Mundal, C.M.Biswas, E.N.Simson,
S.C.Madhu, P.C. Bairagee, J.N.Dass, R.N.Sarkar, B.B. Talukder,
N.N. Bairagee, S.K.Bairagee, J.N.Sarkar, R.K.Pandit, U.N.Halder,
S.N.Arinda, H.M.Peak, C.R.Bala, Mr.P.N.Somadder, Mr.N.L.Roy,
Mr.N.N.Bannerjee, Mr.N.C.Dewri, Pranesh Rema, S.K.Sircar,
S.C.Bala, N.D.Roy, S.K.Dass, S.N.Dass, Ira Halder, A.C.Bol,
N.N.Boidya, B.B.Das, S.N.Dass, S.K.Somodder, S.K.Halder,
S.C.Madhu, Josheph Dass, Robin Halder, S.R Halder, N.K.Baroi,
Sopin Bonowari, S.C.Dewri, Premando Rema, Z.B.Bayen, Birbal,
David Paul Rema, Sekhar Sircar, Prodip Baroia, A.K.Sircar, Ashok
Sircar, S.K.Dass,etc.
50
Women:
Mrs. Sarojini Sircar, Miss Baroi, Mrs. Chandromoni Biswas,
Mrs.S.B Sarkar, Mrs.C.M.Biswas, Mrs.S.Das, Mrs. M.M.Biswas, Mrs.
Malika Bairagi, Mrs.Johan Lall, Mrs.I.R.Thomas, Mrs.L.R.Thomas,
Mrs.B.J.Jacques, Mrs. Saroju Baroi,Mrs.M.M.Boidya, Mrs.S.N.Dass,
Mrs.N.C.Dewri, Mrs.S.K.Halder, Mrs.M.W.Schultz, Mrs.s.K.Somodder,
Miss.Pius Ritchil, Mrs.N.K.Baroi, Mrs.P.N.Thomas, Miss. Neene
Benargee, Mrs.Gita Baroi, Mrs.S.K.Dass,etc.
The number of teacher’s enrollment before independence is
given in table 4:
Table 4
Teacher Enrollment before the Independence:
Year Number of Teachers

1818 3
1919 4
1920 3
1921 3
1922 3
1923 3
1924 7
1925 3
1926 3
1927 3
1928 3
1929 3
1930 3
1931 6
1932 6
1933 5
1934 6
1935 8
1936 9
51
1937 10
1938 11
1939 11
1940 9
1941 10
1942 9
1943 8
1944 10
1945 10
1946 10
1947 9
1948 5
1949 5
1950 1
1951 6
1952 2
1953 5
1954 10
1955 14
1956 5
1957 10
1958 10
1959 13
1960 10
1961 9
1962 10
1963 9
1964 8
1965 8
1966 9
1967 8
1968 11
1969 10
1970 9
1971 13
(Walton, p.486)
Financial Management
Pastor and Mrs. Mookerjee stated this self-supported
school with 44 elementary students studying up to two
standard, three local teachers, one building and two Acres

52
of land. The school students and parents cleaned up the
school, worked for vegetation, planted trees, yearn the
threats, weaved and made fine Saris and house hold clots.
The end of the year of 1922 was demonstrated with a big
flood when the school land, property, and houses were
massively destroyed. The students, teachers, building and
land of the school then gradually grew up.
Later Pastor and Mrs. Mookerjee supported the school by
collecting funds from neighbors, promoting business in the
school, with the support from Southern Asia Division of
Seventh day Adventists and the world church of Seventh day
Adventists to run the school financially.
Pastor Mookerjee States that:
“I wish to say that although our work in East

Bengal began fifteen years ago, yet it is only very
recently that we have had our bungalow built, our
central school started, and a few other facilities
provided…
We want to express our gratitude to God for His
protecting care over His work. Next, we are grateful to
our Mission Board in America for the means thy have
provided for the extension of the work in East Bengal.
We grateful also to the Executive Board of the Southern
Asia Division for their kind co-operation in meeting
some of our needs to facilitate our work; and last, but
not least, to Brethren P.K.Roy and P. C. Arinda and
others of our local brethren who have stood loyally by
the work under all circumstances”(Mookerjee, 1922,p.8).
In 1929 the hospital project started beside school by
C.F.Schilling. The hospital was built at Jalirpar, Faridpur
district and later it was used as classroom, library and

53
administrative purposes after the school was transferred back to
Jalirpar in 1931. In 1931 the budget for the school extended to
$ 957.00 and still it was managed by the school administration
(Mookerjee, 1931, pp.8).
Beside the Southern Asia Division and World Church of
Seventh day Adventist the school had its own income. The students
and its staff had cultivated rice, jute and grains in its field
to fed the students and staff as well. The school garden, mills,
tractors and printing press also supported the school as the
students work with it for the neighbors.
“Our school garden is also quite encouraging. We have

planted cabbages, cauliflowers, tomatoes, brinjals,
radishes, pumpkins, water gourds, etc. We are trying our
best to produce all we can for our needs, and in every way
economize expense so that we may operate our school within
the means allotted,”(Dass, 1943,p.7).
The final source of finance is the parents of students who
paid the yearly school fees set up by the school administration.
And in other hand some students earned their school by sealing
books and other works.
Summary
Thus, Kellogg-Mookerjee Memorial Seminary School, which
officially started in 1921 with the sincere efforts of Pastor and
Mrs.L.G. Mookerjee and many local teachers gradually, progressed
in its course. The efforts and the contribution of not only the
54
local people also Bangladesh Union Mission, added to the school
progress. The strength of the school gradually increased as the
years passed by. The school gained wider acceptance and
recognition in and around East Bengal and now Bangladesh.
The increase of Adventist churches in Bangladesh is the cause of
the development and progress of this school from where the
leaders spreader to all over the country and open institutions.
With the heard of many missionaries and local teaching
staffs and faculties the School reached to its full fledge and
spread the message of salvation to many as they educated
themselves in the institution.
The school was partially affected during the war and part of
the senior section was transferred to build another school in
Gazipur district of Bangladesh. Still the school is blessed by
God to increase its number of students, staff, faculty, lands,
knowledge, technology etc.

55
CHAPTER 5
THE SECOND PHASE OF KELLOGG-MOOKERJEE MEMORIAL SCHOOL AFTER

THE INDEPENDENCE WAR OF BANGLADESH
The war had a great effect on the school activities.
Various times the school needed to close and reopen which
reduced the staff, faculty and students from the
institution.
“ Jalipar, has sustained no harm; Seventh-day Adventist

schools in East Pakistan are expected to reopen soon;
and Sabbath service are being held regularly in the
Dacca Church”( Review & Herald,1971.p.32).
In 1972 the closed down some of its programs, like DLSC
examination program of Seventh-day Adventist schools
withdrawn from the school.
But the senior section of the section was transferred
according to the need of the Adventist students of the other
part of Bangladesh (Dass, 1978, p.6).
Principals pastor N.C.Dewri, S.K Bairagee, S.K.Dass,
B.Bol and S.Halder has increased the number of students,
staff and faculty and made it higher Secondary school and
even tended to run the ‘Plus Two’ program in the school. The
school gradually grew with large number of students getting
Christian education in the school (Halder, 2008).

56
Statement of Mission
Kellogg-Mookerjee Memorial Seminary’s fundamental
purpose as an institution committed to render the fourfold
education that is, the physical, the mental, the social and
the spiritual-through the faculty, staff, administration
and curriculum an environment for learning which emphasizes
total commitment to Christ, personal integrity and generous
service to mankind, and the church (Bala R.P, email).
Statement of Goals and Objectives
Kellogg-Mookerjee Memorial Seminary attempts to create
an environment favorable to gain knowledge and wisdom and
meaning of life by:
1. Making available to the students a Seventh-day
Adventist Church Christian setting.
2. Encouraging the development of individual and
independent judgment in Harmony with the master’s
will.
3. Encouraging intellectual achievements to the
service of mankind.
4. Help the students to uphold the SDA beliefs and
aspirations.
5. Help the non-Christians and Christians of other
denominations see the nearness of the Second Advent.

57
6. Help the students to have an unwavering faith in
God.
7. Help the students see the benefits of a healthful
living and choose the right kind of food.
8. Help the students learn to have a self-
disciplined life.
9. Teach the value of time, the greatest talent
given to all each day by God.
10. Show the value of labor in each person’s life
(Bala R.P, email).
Statement of Philosophy
Kellogg-Mookerjee Memorial Seminary whole hearted
upholds the belief in the God of the universe Respects His
authority and sees His hand in human experience. To
recognizes that “true education means more than perusal of
certain course of study. It means more than a preparation
for the life that now is. It has to do with the whole
being, with the whole period of existence possible to man.
It is the harmonious development of the physical, the
mental, the social and the spiritual powers. It prepares
the students for the joy of service in this world and for
the higher joy of wider service in this world and for the
58
higher joy of wider service in the world to come (White,
1952, p. 13).
The School Hostel
After the Independence war of Bangladesh in 1972 the senior
high section was transferred to Bangladesh Adventist Academy
(which is now Bangladesh Adventist Seminary and College) at
Kharajora, Kaliakoir,of Gazipur district of Bangladesh. And the
school was left with few teachers and students in the hostel. But
gradually grew again (Dass, 1978, p.6).
The school has operated under several names but in 1977 the
official name was established as its present name, Kellogg-
Mookerjee Memorial Seminary in the honor of Grace Kellogg
Mookerjee, the first late wife of Pastor L.G.Mookerjee, an early
American teacher at the school in 1906 who had a dream with
Pastor L.G. Mookerjee to build a school in East Bengal (Neufeld,
1976, p.125).
Pastor N.C.Dewri, S.K.Bairagee, S.K.Dass and B.B. Bol has
done a incredible work to raise different kinds of students in
the school. Pastor B.B.Bol has added another section in the
school to help the needy and orphans. In 1986 Pastor B.B.Bol
built a tin shaded building; provide sponsorships for the orphan
children (Rema, 1984, p.10).

59
The hostels for boys and girls that were built under the
leadership of Principal B.J.Jacques and chairman of the field
S.K.Brown gradually became old and small for large number of
students in 1989. In 1998 when Pastor Swapon Halder became the
Principal of the school and R.G.Maners as the chairman of the
board they constructed a number of building that are presently
available in the campus. The boys’ hostel, Church building,
building for Orphanage, Rice Mill of the school was rebuilt. They
also laid foundation for the present girl’s hostel and bought
large number of lands for the school (Halder, 2008).
The students records of Kellogg-Mookerjee Memorial Seminary
shows that the number of students enrollment increased much more
in its history during the time of principal ship of
Mr.G.B.Halder, Mr.B. Bairagee, Pastor.D.Mitra, Mr.M. Barikder and
Bernard A. Boydia. At present seven hundred and five students are
studding in the school.The number of yearly student’s enrollments
is given in table 5:
Table 5
Enrollment of Students after the Independence (1972-2008):
Years Student
Enrollment
1972 205
1973 259
1974 248
1975 201
1976 202
1977 235
60
1978 203
1979 209
1980 206
1981 260
1982 182
1983 216
1984 235
1985 287
1986 212
1987 278
1988 275
1989 237
1990 302
1991 279
1992 289
1993 269
1994 249
1995 260
1996 252
1997 260
1998 258
1999 672
2000 805
2001 763
2002 793
2003 798
2004 810
2005 828
2006 597
2007 762
2008 705
(Bala & Baidya,email)
Curriculum
The Second phase after the Independence war of
Bangladesh the Kellogg-Mookerjee Memorial School followed
the syllabus of Southern Asia Pacific Division in the first
hand and latter the curriculum of Bangladesh Union Mission.

61
The Educational program is one of the strongest media
through which the Lord’s salvation message is being
effectively carried forward in Bangladesh. Kellogg-Mookerjee
Memorial Seminary offering science and commerce courses and
will temporarily operates a ‘plus two’ program from the new
session in 1979(Dass.S.K.1978.pp.6).
From the beginning of the school it changes its
curriculum according to the needs of the mission fields and
needs of the students. Lately the school has accepted some
of the syllabus in of standard IX and X as the student had
to write the government examination. But all the subjects
and syllabus they have followed include these:
1. Bible Subjects
Bible Doctrine
Daniel and Revelation
Pauline and Epistles
2. Applied Theology
Comparative Religions
Personal Evangelism
Introduction to the Ministry
Homiletics
Fundamental of Speech
Youth Problems
3. Spirit of Prophecy
62
Life and teaching of Jesus
Facing Life
4. Language
Bengali
English
English Communication Skills
Applied Grammar
5. History
Survey of World History
Denominational History
History of Christianity
6. Church Business
Typewriting
Introduction to Accounting
Office Procedure (Elective)
7. Science
General Science
Hygiene
Health
8. Psychology
General Psychology
9. Fine Arts
Music Theory
Piano practical
63
10.Christian Education
Principals of Christian Education
11.Vocational
Carpentry
Press Work
Gardening
Vegetable Production.
Farming
Poultry (Elective)
Sewing (Elective)
The school used yearly systems.
(Bala, 2008, Emails)
Types of Co-Curricular Activities
Types of activities of Kellogg-Mookerjee Memorial Seminary
School are follows:
Physical Activities
The students use their free time by participating in games
such as Football, Table Tennis, Badminton, Volleyball,
Cricket, Swimming, Mar bells, Kiting, and athletics of all
kinds. The school staff occasionally arranged the combine
indoor and outdoor games, which added much flavor in health
and happiness life of the students.

64
Especially after the Independence 26th of March of every year
the school has holidays for three to four days to
participate in various kinds of sports with a spirit of
gaining awards and prizes for the excellent performance.
Many a times the school students played football and
volleyball in district level competitions and win awards and
recognitions.
The compulsory work education program in the school has
great effect over the physical development of the students.
The school promotes health care through medical check-up and
vaccine at least once a year.
Academic Activities
The ultimate goal of the school is to prepare every
student for heaven. In conformity with this objective, the
school pours its work force and energies to improve students
in physical, mental, social, and spiritual aspects. Apart
from the literary development, the students’ most interested
areas for competitions are in art education, recitations,
poem writing, and easy writing. In some occasion the
students are given awards and recognitions.
Social Activities
The students involve themselves in the Branch Sabbath
School, house visitation, and effort meetings in the nearby

65
Hindu villages in order to present the word of God to the
people.
The students participates in their association, master
guide club, church choir, singing bands, prayer bands and in
other organize education, culture and entertainment
programs.
The students have open house program to visit the girls
and boys hostels. Once in a there is a day when the
students, staff and teachers together works in the field to
cut the crops that is cultivated by the school.
The social and cultural program opportunity is provided
for the whole campus inhabitants in alternate week to
develop their talent by the performance of their art in
front of every one.
Spiritual Activities
The students gain spiritual strength from participation
in branch Sabbath schools, medical out reach works under the
supervision of the school nurse, and the effort or crusade
meetings under the guidance of the Church pastor.
The students have gained wisdoms from Bible as the
school taught to recite Bible verse, reading stories, and
gain specific details of the Bible.

66
In 1998 Youth congress meeting held by gathering many
Adventist youth of Bangladesh and the Kellogg-Mookerjee
Memorial Seminary Students done better than other students.
Timothy Adhikary won the first prize at the bible

contest and Paresh Bala, second. Both are students of
Kellogg-Mookerjee Memorial High School (Bairagee,
1978.p.15).
The special prayer, thanks giving and cottage meeting
is often been held in the evening in house of the Church
members where the student, teachers and lay members can
freely worship the living God. Every year many people have
accepted Jesus Christ as their personal savior in the School
campus.
Annual Week of Prayer at the Kellogg-Mookerjee High
School,Jalirpar, Faridpur, Bangladesh, recently. Elder
Scully on the final Sabbath baptized twenty-nine students
and one adult. This was the largest baptism in the history
of the Kellogg-Mookerjee High School (Johnson, 1972, p.22).
The School Staff
After the Independent war and the liberty of Bangladesh
the native leaders of Bangladesh handled most of the
administrative posts. Most of the teachers were graduates of
Spicer College and local colleges. National teachers taught
some of the courses. Because of the change of Syllabus, this
is ordered by Bangladesh government the school, needed to

67
higher some teachers that are authorized to teach for the
government examination. But Bangladesh Union Mission Board
followed all the rules, regulations, curricular, etc. The
first principal after the independence war was N.C.Dewri.
The minimum qualification for teaching staff in the
school must be Intermediate certificate holder, and the
principal or headmaster must have a Bachelors, B.A, B.Ed or
MA degree in Theology or Education. The table 6 and 7 shows
the Staff and Faculty records of Kellogg-Mookerjee Memorial
Seminary School after the Independence of Bangladesh:
Table: 6
Supervisors and Office staff after the Independence (1971-

2008):
Principl
Year Chairman of e Vice- Treasure/ Registrar
management Principle/ Accountant
board 68
Headmaster /
Cashier
(Adventist Year Book, 1972-2008)
1972 Lange and N. C.
Jamile Dewri
Jacobs
1973 R.M. Neish S.K.

Bairagee
1974
R.M. Neish S.K.
Bairagee
1975 R.M. Neish S.K.

Bairagee
1976 D.H. Skau S.K. Dass
1977 S.K. Dass B. C.

D.H. Skau Talukder
B. C.
1978 D.H. Skau S.K. Dass Talukder &
Benjamin
Raksham
1979 D.H. Skau S.K. Dass
1980 D.H. Skau S.K. Dass B.B.Bol Mrs. Bol
1981 D.H. Skau B.B.Bol B.B.Bol Albert S. Mrs. Bol

Shikder
1982 D.H.Skau B.B.Bol George. Albert.S. Mrs.B.B.Bo

B.Halder Shikder l
1983 D.P.Rema B.B.Bol George. Albert.S. Mrs.B.B.Bo

B.Halder Shikder l
1984 D.P.Rema B.B.Bol George. Albert.S. Mrs.B.B.Bo

B.Halder Shikder & l
Jharna Roy
1985 D.P.Rema B.B.Bol Patric.A. Micael Mrs.B.B.Bo

Rema Hemrom, l
Jharna Roy
69
Table: 7
Other Supervisors and office staffs after independence

(1971-2008):
Children’s
Year Boys Dean Girls Dean Center & School Liberian
Sponsorship Nurse
70
coordinator
1972 O.W.Lange Mrs. N. C.

& Dewri
Jamile
Jacob
1973
Mrs.
1974 R.C. Mrs.S.K. Ananto
Adhikary Dass Bayen
1975 R.C.
Adhikary
1976 R.C. Mrs. S.K. Mrs.

Adhikary Dass Ananta
Bayen
Mrs.
1977 R.C. Mrs. S.K. Ananta
Adhikary Dass Bayen
Mrs.
1978 A. Bayen Mrs. S.K. Ananta
Dass Bayen
1979 A. K. Mrs. S.K. Gilbert

Sarkar Dass Roy
1980 A. K. Mrs. Sriti Mrs.Anita

Sarkar Halder Sarkar
Mrs. Sriti Gilbert

1981 A. K. Halder Roy
Sarkar
1982 P.B.Dass Mrs.Sriti Sekhor Bol

Halder
1983 Sekhor Bol Mrs.B.B. Mrs.Sekhor

Talukder Bol
1984 Sekhor Bol Mrs.B.B. Mrs.Sekhor Gomoliel

Talukder Bol Folia
1985 Patric A. Mrs.B.B. Mrs.Sekhor Peter

Rema Talukder Bol Milton
Biswas
Peter
1986 M.L.Boidya Mrs.B.B. Mrs.P.N. Mrs.Sekhor Milton
71
List of other teaching and vocational staffs (like
teachers, firm supervisor, mills supervisors, maintenance
managers, security in charge, cooking staff) after
Independence (1971-2008):
Men:
Mr.Nalini Dass, Mr. Premanando Rema,Mr.Shishir Sircar,
Mr.Henry S.Dass, Mr.N.N.Sircar, Mr.David Sircar, Mr.Gilbert
Sircar,Mr.Nathaniel Baroi, Mr.Patric A.Rema, Mr.Myrvyn
Bagchi, Mr.Mohananda Sarkar, Mr.Santos Bairagee, Mr.Nalini
Dass, Shekhor Halder, Mr.Joseph Gomes, Mr.David Hira,
Mr.Prodip Adhikary, Mr.Sophin Bonowaree, Mr.Sushanto Boidya,
Mr.Robin Mondol Mr.Mohanando Sircar, Mr.Amor Bairagee,
Mr.James P.Adhikary, Mr.Paresh Bala, Mr.Susanto L. Halder,
Mr.Suklal Bala, Mr.Tikadar Boloram, Mr.Dennis Das, Mr.Peter
Ojha, Mr.Ashok K. Sircar, Mr.Gopal Das, Mr.Leon Paul Das,
Mr.Bimol Mollock, Mr.Abraham Barikder, Mr. Binimoy Falia,
Mr.Samir Sakari, Mr.Edwin Mondol, Mr.Subash Shikder, Mr.
Sudhir Bapari, Mr.Provat Hadima, Mr. Robin Mondol, Mr.Newton
Bapari, Mr. Joel Bayen, Mr.Ashim Marak,(Adventist Year
Book,1972-2008)
Women:
72
Mrs. S.K. Bairagee,Mrs.S.K.Halder, Mrs. Mrs. R.C.
Adhikary, Mrs. Jennifar Baroi, Mrs. Bibita Bol, Mrs. Nirmola
Sircar, Mrs. Monika Dass, Mrs.Maya Arinda, Mrs. Nathaniel
Baroi, Mrs.P.B.Dass, Mrs.G.Halder, Mrs.P.B.Dass, Mrs.Jharna
Biswas, Mrs.Nalini Dass, Mrs.A.J.Sardar, Mrs.Jharna Roy,
Mrs.Anne S. Baroi, Mrs. Mohanando Sircar, Mrs. Smrity Dass,
Mrs. M. Kormoker, Mrs.M.L Boidya, Mrs. G. Falia, Mrs.Moriam
Barikder, Mrs.Rekha Dass, Mrs.Emey Mondol, Mrs.Flora D.
Shikder, Mrs.Babli Baroi, Mrs.Rebecca Bayen, Mrs.Mitun
Halder, Mrs.Rita R. ojha, Mrs.Anita sircar,Mrs.Ruth Bayen,
Mrs.Daisy Mondol, Mrs.Meena Biswas, Mrs.Brized Das, Mrs.
Deena Halder, Mrs.Suchitra Baroi, Mrs.Lovely Das, Mrs.Dipali
Halder, Mrs.Evangelin Falia, Mrs.Rani Halder, Mrs.Elika
Barikder,Mrs. Leah Raksham, Mrs. Dipili Bapari (Adventist
Year Book,1972-2008)
The enrollment of the number of staffs and faculties
are given in table 8:
Table: 8
The Number of Teachers and faculty Enrollment after the

Independence:
Number of
Years Teachers
Enrollment
1972 10
73
1973 5
1974 6
1975 9
1976 11
1977 14
1978 16
1979 14
1980 13
1981 15
1982 17
1983 18
1984 21
1985 26
1986 22
1987 18
1988 24
1989 19
1990 23
1991 24
1992 27
1993 25
1994 24
1995 27
74
1996 21
1997 19
1998 20
1999 22
2000 24
2001 24
2002 30
2003 29
2004 28
2005 31
2006 25
2007 18
2008 16
Financial Management
Kellogg-Mookerjee Memorial Seminary School tuition fees
rose from time to time as it found necessary by the
committee. The fees must be paid before the beginning of the
registration. The school follows a systematic financial
management. It has cashier-accountant and treasure to carry
out the specific financial functions of the school under the
supervision of the school principal. All payments of fees
are to be made to the school cashier or treasure either in

75
cash or by cheque. The fees must be paid before the
admission of each term of the year. There is 4th term in the
year with long and short vacation when students can go home
and get their school fees or work and earn their school
fees.
The Adventist and non-Adventists students are charged
same. The school is reasonable and affordable for the
parents of the students.
The students those who cannot afford the fees are given
sponsorship and work. There is Reach, Asian aid, BCSSA, etc
sponsorship program for the students. The school orphanage
is fully dependent on the sponsorship and funds. Every
student must work one to two hours a day except the Sabbath.
Also there is a working day in a week when the students need
to work half of the day. The work includes cleaning the
campus, hostels and classroom, maintenance, gardening and
vegetation, farming, poultry, fishing, orchard, mills,
securities, etc.
The school also partially supports itself by producing
fruits, vegetable, crops, grains, fish, chicken, milk, etc.
Contribution of Kellogg-Mookerjee Memorial Seminary School
The most significant contribution of Kellogg-Mookerjee
Memorial Seminary School is that it has been producing

76
valuable and efficient workers for the school itself. As a
result of this the school has been perpetually blessed with
good Christian teachers who have led the school from
strength to strength. The school has not only produced good
workers but also efficient administrators such as school
principals who are from Union mission schools and
government schools, efficient supervisors such as
Bangladesh Union President and also formal missionaries in
abroad. A number of the school’s graduates have also been
absorbed in various schools of the Union as well as well as
outside the Union.
It gives the researcher a great pleasure to state that
the number of this school’s graduates have greatly
contributed to the evangelistic work in Bangladesh Union
Mission. The evangelical work carried on by these vibrant
workers has helped win many precious souls for the Lord.
Their work has not only been limited to the Bangladesh
Union Mission but also beyond it.
“Kellogg-Mookerjee Memorial Seminary as it is

called now became the beacon in the light and the
centre of SDA education in the then Bengal, later East
Pakistan and now Bangladesh. Around this institute were
built several lower elementary schools (up to 3rd std.)
in adjoining and far-flung villages. When it became
impossible to absorb all the students to KMMS from
these feeder schools, two elementary day school were
established, one in Khulna-the Southern part of
Bangladesh and the other in Monosapara(Mymenshingh)-
77
Northern part of Bangladesh. Later on both of these

schools were upgraded into Junior High Schools with
Monosapara as Boarding School.
Immediately after the birth of Bangladesh a more
pressing need was felt for the establishment of another
high school, which resulted in selecting a new location
in Dhaka district-the central part of the country. This
school, which is named as Bangladesh Adventist
Seminary, is located on the outskirts of the city on a
52-acre plot, surrounded with natural beauty and
meeting the requirements of the standards and
philosophy of SDA education” (Dass,1983,p.9)
It is a great pride for the school for also having
produced individuals who today are actively involved in
government positions. Some of the graduates of the school
are self employed as well. They are engaged in jobs such
as, farming, small scale industries, Doctors, nurses,
managers in offices, office workers, business personal,
etc. Table No.9 shows the leadership produced by the
Kellogg-Mookerjee Memorial Seminary School:
Table 9:
Leader Produced by the School:
SL. No Name of the Leader Position

1. Education Director, Bangladesh
Dr. R. P. Bala Adventists Union Mission
2. Vice President Academic, Bangladesh
Dr. R. B. Bairagee Adventists Seminary and College
3. Assoc. Professor, Bangladesh
Dr. L. S. Halder Adventist Seminary and College
4. Religion Dept. Chairperson,
Dr. D. D. Roy Bangladesh Adventist Seminary and
College.
5. Asst. Professor Bangladesh
Dr. Prity Bairagee Adventist Seminary and College
6.
78
Dr. B. A. Baidya D Worker(Missionary)

7. Dr. S. H. Dio President, Pakistan College
8. Principal, Adventist International
Pr. S. Halder Mission School
9. Principal, Kellogg-Mookerjee
Mr. B. A. Baidya Memorial Seminary
10. Principal, Adventist International
Mr. Shamol Halder Mission School
11. Principal, Principal, Adventist
Mrs. Ruby Madhu International Mission School
12. Principal, Seventh-day Adventist
Mr. T. Roy Maranatha Seminary
13.
Pastor Daniel President, South Bangladesh Field
Boidya
14. Pastor Sopin
Bonowaree President, East Bangladesh Field
15. Secretary, Bangladesh Adventist
Pastor Edward P. Union Mission
Chambugong
16. Church Pastor, Bangladesh Adventist
Pastor Douglus Seminary and College
D.Roy
17.
Pastor E.P.Rema President North Bangladesh Section
18. Treasure, Bangladesh Union Mission

Pastor R.K.Biswas
19. President,South Bangladesh Section
Pastor R.N.Halder
20.
Pastor Sopin President, East Bangladesh mission
Bonowary
21.
Mr.Ashis K. Bol Casier.Bangladesh Union Mission
22. North Bangladesh Union

Patrick A.Rema President,1995
23. Professor, Bangladesh Adventist
Mr.Dilip Halder Seminary and College.
24
Pastor Steward P. President, North Bangladesh Mission
Ritchil
25 Pastor Stephen Treasure, East Bangladesh
Murmu section,2002
26 President, South Bangladesh
79
Pastor Bibek Halder Mission, 2005

27 Pastor Wiely G. President, South Bangladesh mission
Folia field, 2004
28
Mr.Matthew Adhikary Secretary, East Bangladesh Mission
(Bala, 2008, email)
The Lay members of the church, the staff faculty and
students of Kellogg-Mookerjee Memorial Seminary School have
been faithful in turning in their tithes and offerings to
the church treasury.As a result of that they have been
greatly blessed by God, and in turn their contributions have
made the Bangladesh Union Mission financially a sound one.
The very importance of the establishment of the Kellogg-
Mookerjee Memorial Seminary School and its contribution to
the people of Gopalgonj district has tremendously influenced
the spread of the Gospel in the whole country of Bangladesh.
In the present time the school doing very well with the
building up of the students and the Church members are
increasing day by day. The seminary administrative officers
and faculty are shown in table 10:
Table: 10
Seminary Administrative officers and Faculty:
Baidya Daniel Board of Management director

Barnard A. Boydya Principal
Hebol Baroi Vice Principal
Robin Mondol Treasure
Job Halder Dean of Boys
Chonda Rintu Roy Dean of Girls
80
Arun Roy Liberian

Shekor Bol School Nurse
Sukanto Bayen Sponsorship Coordinator
Meena Biswas Children Center
Newton Bapari, Joel
Bayen,Mrs. Shushila Bol, Other faculty
Ashim Marak,etc.
(Adventist Year Book,2008).
CHAPTER 6
SUMMARY, CONCLUSION AND RECOMMENDATIONS FOR FURTHER STUDY
Summary
The researcher has used a historical study of Kellogg-
Mookerjee Memorial Seminary School, Jalirpar, Gopalgonj,
Bangladesh. The purpose of doing this research is to examine
various historical decades or events of the Kellogg-
Mookerjee Memorial Seminary School. In doing this, the
researcher has helped to bring historical facts together for
easy way in the future. And also it helped the researcher to
realize the amazing sacrifices, limelight and the benevolent
services of the pioneer missionaries who loved the land East
Bengal (Bangladesh, especially pioneers’ national workers.
Describing the contributions made by the school and of
number of graduates of the school was of the most important
to the researcher.
The people of Bengal were strong Hindus and
Mohammedans, because of the ministry of hundreds of worker

81
of this school have saved thousands of souls. So, the
pioneer missionaries, Pastor and Mrs. Mookerjee, C.F.
Schilling, A.C. Youngberg have gone through lots of problems
and challenges in their days at Kellogg-Mookerjee Memorial
School. The mission has turned thousands of Bangali
inhabitants to follow to follow the truth and to see the
light of God.
Conclusion
As the end of his research the researcher is quite sure
that, if not for the great sacrifices made by the pioneer
missionaries, and many pioneer national workers, the great
work in this field would not be what it is today. The gospel
work in East Bengal/Bangladesh started in quite an
insignificant small scale, but through the dedicated service
of the workers, today Seventh-day Adventist people are well
known all over this districts of Gopalgunj and to the
country as a whole.
God has always led His people in wonderful ways, and
this is very true of the Seventh-day Adventist Churches of
Bangladesh as well. God’s guidance over his churches and
schools in the field is evidently noticeable.
Kellogg-Mookerjee Memorial Seminary School, which
started in a very small shape, has today taken a big
infrastructure of about 22.5 acres. The school is very

82
popular and honored for its indignity and development among
the district community. With God’s guidance and blessings,
the researcher is confident that the influence of the
Kellogg-Mookerjee Memorial School will continue to produce
workers in the field for education, administration,
management and in various occasions. This school does not
only endeavor to prepare individuals to be better fitted for
the fast changing sociality, but also for the coming kingdom
of God.
The most significant contribution of Kellogg-Mookerjee
Seminary School is that it has been producing valuable,
efficient and well-disciplined worker for the community as
well as for the Adventist Church in general. The lay members
of the church have been very faithful in turning their tithe
and offering to the church treasury, as a result of which
God has blessed them. The very importance of the
establishment of this school and its contributions to the
people of Bangladesh and abroad has tremendously influenced
the spread of the gospel.
Adventist education does not only endeavor to prepare
individuals to be better fitted for the fast changing
society, but also for the Kingdom of God. The researcher is
convinced that this institution will continue to grow and
produce dedicated leaders for finishing the work of God in

83
Bangladesh and thought the world. The future of the school
is bright because God’s protection and care is with this
school, because the main purpose of the school is to finish
the great commission and to shed bacon lights in the world
to bring others to believe in Jesus Christ.
Recommendations for further studies
The following are the recommendations of the researcher
for further studies:
1. Historical study of other Adventist Schools in
Bangladesh could be compared with Kellogg-Mookerjee
Memorial Seminary School, as it is the mother
institutions to all other institutions.
2. Descriptive study of progress made by Kellogg-Mookerjee
Memorial School under various principals.
3. Comparative study of Academic achievement for Kellogg-
Mookerjee Memorial Seminary School with other
schools/seminaries in Bangladesh.
4. Comparative study of the progress of the Adventist
mission work and the developmental event of Kellogg-
Mookerjee Memorial Seminary School.

84
APPENDICES
Appendices x A
(Map of Southern Asia Pacific Division)
Appendices x B
(Map of Bangladesh and its Districts)
Appendices x C
(Map of Gopalgunj district of Bangladesh)
Appendices x D
(Picture of first boarding school hostel)
Appendices x E
(Picture of first kitchen of boarding
school and weaving work)
Appendices x F
(Weaving & making fine saris & cloths at the school)
Appendices x G
(The pictures of first Manager’s
house, chapel and classroom)
Appendices x H
(The Add building of KMMS) is in constriction)
Appendices x I
(The hospital worker, students and staff picture)
Appendices x J
(Picture of students different of vocations)
Appendices x K
(Mass drills and old boy’s hostel)
85
Appendices x L
(Picture of Pastor and Mrs. L.G.Mookerjee)
Appendices x M
(Few available buildings at the campus)
Appendices x N
(Picture of Pastor L.G.Mookerjee)
86
87
88
89
The first dormitories that were build by Pastor and Mrs.

Mookerjee is flooded in 1922.
Ref: Eastern Tidings, Special Ed.1923,p.7
90
The new
kitchen and
Cafeteria
that was
built for the
boys by
Pastor and
Mrs.
Mookerjee in
1922 at
Proper
Gopalgonj.
Ref: Eastern
Tidings,
Special
Edition,1923,
pp.7
The School boys

are preparing for
Weaving at Boys
School, Gopalgonj
in 1922.
(Reference:
Eastern Tidings,
Special
Edition,1923,
pp.7)
91
A boy of
Boys School,
which was
located in
proper
Gopalgonj,
is weaving
cloth at the
school
campus in
1925.
Ref:
Eastern
Tidings,
Special
Ed.1925,pp.4
92
The
managers
house,
Chapel &
Classrooms
for
Gopalgonj
(S.D.A.)
Middle
English
School
(presently
located in
Gopalgonj
SDA
Mission)
was built
in 1925.
Ref:
Eastern
Tidings,
Special
Ed.
1925,pp.4
93
The Progressions of the Administrative building of KMMS,

which is located at the present school campus, was built as
a hospital in 1932.
Ref: Eastern Tidings, January, 1932, Vol.27, No.2, p.11
94
The Hospital Staff with

Pastor and Mrs. A.G.
Youngbarg at Jalirpar
School Campus in 1932.
Ref: Eastern
Tidings,January,1932,
Vol.27,No.2,pp.11
1962,Kellogg-
Mookerjee Memorial
Seminary, few
students and
staff.
Reff: Southren
Asia Tidings.
1962,January
p.9
1971, All
students and
faculty of the
school.
Reff: Southern
Asia
Tidings,1971,
January. Pp.7
95
Typing as a vocational
course offered in
Kellogg-Mookerjee
Memorial Seminary in
1978.
Reff: Southern Asia

Tidings,1978,
June,Pp.8
Sweing in the
school,1978
Reff: Southern Asia

Tidings,1978,
June,Pp.8
96
Mass drill in the

school in 1978
Reff: Southern Asia

Tidings,1978,
June,Pp.8
Boy’s hostel that was

built in 1957.
Reff: Mrs. Mina Biswas

school teacher and her
daughter Dina Biswas
preserved this
picture.
97
Pastor and Mrs. Mookerjee

display idols of different
kinds to World Church
session and introduce the
gospel work in India.
Reff:
Review and
Herald,1946,June
pp.58
98
Picture of some buildings that are presently available in

the campus
Administrative building, Church Building, built in

built in 1932. 1990, during pastor Swapon
Halder
Girls Hostel in
Boys Hostel, built in progress,1993.
1991,during Pastor Swapon
Halder
Principals house and Guest Orphanage, built on 1992

house that built in 1957
(http://www.ssd.org/departments/education/education/album/BA
UM/baum%20-%20KMMS/)
99
100
Selected Bibliography
Adventists Yearbooks (1918-2008).
Bairagee I.P. (1978,February). Bangladesh Youth Congress.

Southern Asia Tidings. OWPH.Pune,India
Bala R.P. (2008, June).Bangladesh Union Mission Education

Director. Email.
Barnard B. (2008,June). Kellogg-Mookerjee Memorial Seminary

School.email.
Barret D. (1982). World Christian Encyclopedia. Penn Well

Publishing co.USA.
Ba,M ( 1979) . Encyclopedia of Britannica. (Vol.15). New

York: American corporation.
Dass.J.N.(1943,February).Jalirpar(East Bengal)School News Items.

Eastern Tidings.OWPH.Pune,India
Dass S.K.(1978,September). After a five-years break KMS students

sat for DSLC: Southern Asia Tidings.OWPH.Pune,India
__________. (1978, November). 42 schools in 12 District in

Bangladesh: Southern Asia Tidings.OWPH.Pune,India
__________. (1983,November). SDA Education in Bangladesh

Union. Southern Asia Tidings.OWPH.Pune,India
Dean J.C.(1925,May).N.E.India Union Mission. Eastern

Tidings.OWPH.Pune,India.
Dick E.D.(1946,June).Elder and Mrs.L.G.Mookerjee. Review and

Herald.USA.
Goiler J.(1984.The Encyclopedia Americana: University of

Misigan.USA
Guilliard E.H(1922,January).The East Bengal Mission:

Eastern Tidings.OWPH,Pune,India
Gyi P. (1962, August). MV’s in East Pakistan. Southern Asia

Tidings.OWPH.Pune,India
101
Halder Swapon.(2008,June).Interview by the researcher:

former KMMS principal. Oral.
Ibrahim M. (2003). Providing Education. Common wealth

Secretariat. Bangladesh
Johanson A.J. (1972, December). Southern Asia Division: Southern

Asia Tidings.OWPH.Pune.India
Land Gary (2005). Historical Development of Seventh – day

Adventist: Historical Dictionary Of Religions’
Philosophies and Movement. U.S.A: Scarecrow Press.
March M. (2004).Bangladesh: Black Rabbit Books.Bangladesh
McHenry W.J. (1977,February). Witness Activities: Southern Asia

McWhinny H.E.(1922,April).East Bengal Annual Meeting:

Eastern Tidings.OWPH.Pune,India
McWhinny J.(1923,September).N.E India Union.Eastern

Tidings.OWHP.Pune.India.
Meelen E.M. (1923, April).Curriculum for Schools in the Southern

Asia Division, General Conference of Seventh-day Adventists.
Eastern Tidings.OWPH.Pune, India
Mookerjee L.G.(1922, January, 15).Weak of Prayer in

Gopalgunj.Estern Tidings.OWPH.Pune,India.
___________. (1923,Special Ed.).New dormatories, Gopalgunj,

During flood 1922.Estern Tidings.OWPH.Pune,India.
___________. (1923, April).Boarding School Problems and

Policies.Estern Tidings.OWPH.Pune,India
___________. (1924, April).East Bengal Annual Meeting:

Eastern Tidings. OWPH.Pune,India
___________. (1925, Spcecial Ed.). Bengal and Bihar.Eastern

____________. (1930, May).East and South-West Bengal Annual

Meeting.Eastern Tidings.OWPH.Pune,India.
102
____________. (1931, September, 15).Co-ecucatinoal Middle

English Boarding School.Eastern
_____________. (1933, Occtober).Uplift Experience in East

Bengal.Estern Tidings.OWPH.Pune,India.
McAdam K.Marika(2004).Bangladesh. Bangladesh: Lonely Planet

Publication.Bangladesh.
Neufeld D.F (1976).Seventh-day Adventist Encyclopedia

(Vol.10). Review and Herald Publishing Association.
Washington,D.C.USA.
Rawson A.E.(1957,December).Openning of Dacca Bengali Bible

School.OWPH.Pune.India
Rema D.P.(1983.August).Bangladesh Ordination:Southern Asia

Rema J.A.(1984,November). A profitable retreat in

Bangladesh:Southern Asia Tidings.OWPH.Pune,Inida.
Robert P.G.(Ed.)(1991). The new Encyclopedia Britannica

( Vol.13). U.S.A. Encyclopedia Britannica, Inc.
Schilling C.F. (1933,June). Jalirpar Hospital,East

Bengal.OWPH.Pune.India
Spalding W.(1962. Origin and History of Seventh-day

Adventist (vol.3). Review and Harold Publishing
Association: Washington .D.C
Spies F.E.(1952,May).He Sleeps in Jesus. Eastern

Strala A.(1971,August).In Brief: Review and Herald. USA.
William Benton (1971). Encyclopedia Britannica (Vol. 13).

U.S. A: Encyclopedia Britannica, Inc.
Willman S.A.(1924,November).West Bengal Annual Meeting.

Estern Tidings.OWPH.Pune,India.
Willoughby H.E.(1922,March).Bright Prospects in North-east

India:Eastern Tidings.OWHP. India
103
White E.G. (1946). Life Sketch. Washington: Review and

Herald Publishing Association.
_________. (1952). Education. India: Oriental Watchman

Publishing House.
Websites:
http://www. Virtualbangladesh.com/sports/kabaddi.html
Http//ssd.org/old unions/baum/kelmooms.html
http://www. Infoplease.com/ipa/A0107317.html
http://www.infoplease,com/ipa/A0107317.html
http://www.ssd.org/departments/education/education/album/BAU
M/baum%20-%20KMMS/
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(http://www.adventistarchives.org/documents.asp?CatID=77&So
rtBy=2&ShowDateOrder=True). Far East: General Conference
Department of Education Statistics 1853-1987, (p.486).USA

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Kellogg Mookerjee Memorial Seminary SDA School, Part-2, Gopalgonj, Bangladesh by Sunil Sarkar

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CHAPTER 1

The People’s Republic of Bangladesh (Gana Prajatantri

Bangladesh) is a country on the Indian subcontinent in southern

Asia. It occupies about 56,700 square miles (147,800 square

kilometer). The name Bangladesh means “Land of the Bengali

People” in Bengali language. Some Bengalis also live across the

boundary in India in the state of West Bengal. The Bengalis are

an ancient people, with a history going back to thousands of

years. But Bangladesh as an independent country is only about 30

years old. Before 1971, it was a division of India’s great rival,

Pakistan. (March, 2004)

The landscape of Bangladesh is dominated by the confluence

of the Ganges (Padma), the Brahmaputra (Jamuna), and the Meghna

river systems. The country constitutes the eastern two-thirds of

the Ganges-Brahmaputra deltaic plain, stretches north ward to

Brahmaputra above their confluence, and extends eastward to

alluvial plains give place to ridges running mainly north-south

that form part of the mountain divide with Myanmar in the

southeast (Esposito, 1994, p.867).

More than two-third of Bangladesh’s land is considered

primarily in the lowland regions; one-fifth is irrigated. Green

forests cover about one-sixth of the country. Plant and animal

life is abundant and varied and includes royal Bengal tigers,

clouded leopards, and Asian elephants, all endangered species

(Esposito, 1994, p.867).

According to the Bangladesh Bureau of Statistics,

In this great land of Bengalis, Kellogg-Mookerjee Memorial

Seminary School was founded. This became the beacon in Bengal,

later East Pakistan and now Bangladesh (Dass, 1983, p.9).

In this research the researcher studied the establishment,

development and contribution of Kellogg-Mookerjee Memorial

Seventh day Adventist School, Gopalgonj, Bangladesh.

Statement of the Problem

The historical facts of Kellogg-Mookerjee Memorial Seminary

School, Gopalgunj, Bangladesh is scattered and disorganized

regarding its establishment, development and contribution. The

problem of this research work is to reorganize and recollect

those historical facts and present it to Bangladesh Adventist

Community in a meaningful and systematic way.

Purpose of the Study

The purpose of the study is to collect, to study, to find

out and to preserve the historical records of establishment,

development and contribution of the Kellogg-Mookerjee Memorial

Seminary school, Gopalgonj, Bangladesh by collecting the records

from various books, journals, magazines, documents, manuscripts

and interviews about the school in a organized form, which are

presently scattered and not arranged in a systematic

Significance of the Study

1. This study is useful and significant in collecting and

preserving the historical records of Kellogg-Mookerjee Memorial

Seminary School in a systematic way.

2. This study is useful to Bangladeshi educationists,

teachers and church members since it shows the establishment,

development and contributions of Kellogg-Mookerjee Memorial

3. The researcher has deep interest in the school to know

its origin, development and contribution because of his love for

the school, and feels part of it by studying and growing up at

4. This study helps future researchers and the laymen for

further study and documentation.

5. The research also helps teachers, workers and laymen to

know what the institution exists for.

The following questions guide the study: