In December 1928, Maryville High School put on a production of “In the Garden of the Shah,” which starred 86 actors – nearly the entire school population.
Photos of the show, which appeared in the 1929 Maryvillian Yearbook, also featured the classical Greek sculpture panels of the Washington School auditorium. The AI colorization places some of the panels into the set. They were actually around the top of the auditorium. When the Washington School was torn down, many of the panels were moved to the Nodaway County Historical Society.
H.S. OPERETTA DECEMBER 11 “IN THE GARDEN OF THE SHAH” PERSIAN ROMANCE
EIGHT LEADING ROLES
The Maryville Daily Forum, December 3, 1928, Page 7. via Newspapers.com https://www.newspapers.com/article/the-maryville-daily-forum-in-the-garden/197651413/
Carrie M. Caldwell Director: Miss Stoner has Dramatics: Hickernell, the Orchestra. “In the Garden of the Shah,” a Persian romance operetta from the work of May Hewes Dodge and John Wilson Dodge. will be presented by the music department of Maryville High School on Tuesday evening, December 11, at the auditorium of the senior high school.
Mrs. Carrie Margaret Caldwell is in charge of the voices, Miss Amber Stoner. dramatics, and H. O. Hickernell is to direct the orchestra. The operetta practice has been underway for the past several weeks, and Director Caldwell says the participants are showing up well. With a Persian, distinctly Oriental setting. This year’s high school operetta will offer a rich stage setting. Eight students carry leading roles.
They are:
- Lohlah-Zohdah’s friend and confidant, Virginia Bennett.
- Zohdah-daughter of the Shah, Doris Snodgrass.
- Nowobeh-Zodalr’s old nurse, Genevieve Miller.
- Ted Harding-mining engineer, Harry Trullinger.
- Billy Cummings-mining engineer, Richard Nelson.
- Samuel Johnson Jackson – a gentleman of color from the U. S. A.. Richard Sellers.
- Perunah-the Shah, Harold Knox.
- Somecraba-an Arab sheik. Junior Curnutt.
In addition to the cast, there will be a chorus of girls, attendants, and soldiers (86 in the cast)
The operetta is in three acts. The first is in the morning. the second, in the evening, a few days later, and the last act, in the evening. a week later.
APPRECIATION FOR OPERETTA “IN THE GARDEN OF THE SHAH’ DRAWS CROWD LAST NIGHT. SELLERS MAKE HIT Bennett, Snodgrass, Miller, Trullinger, Nelson, Knox, and Curnutt Do. Well.
The Maryville Daily Forum, December 12, 1928, Page 7. via Newspapers.com https://www.newspapers.com/article/the-maryville-daily-forum-garden-of-the/197651209/
The high school production of the Persian operetta, “In the Garden of Shah,” in which eighty-six students participated, was presented last night before a crowd that filled senior high school auditorium to capacity. For two hours the audience in an appreciative mood listened to the three-act romance told in music and drama.
It was received as a delightful presentation. If there was anyone who keenly disappointed perhaps he was expecting to see a production compared to Victor Herbert’s “Naughty Maritta was given in Maryville week.
“In the Garden of the Shah” a high school operetta and in that well given. Richard Sellers as Samuel Johnson Jackson. a “gentleman of color” from U. S. A.. was a decided hit. The dialect was typical of the role he carried. He made frequent appearances adding in song and speech practically of the humor of the operetta’s story.
Doris Snodgrass was Zohdah, the daughter of the Shah, and she carried that role equally as well as she did Lelawala, the Indian maiden in the operletta “Lelawala.” given by the high school last spring. Miss Snodgrass gave two vocal number “I Am a Persian and Rosebud,” “For You Are Love,” in addition singing in duets and trios. Virginia Bennett Lohlah. the and confidant to Zohdah, and like her, fell with an American mining engineer. whom she was engaged before the curtain was drawn the last act.
Miss Bennett did not give any solo numbers but appeared several times in duets. Ted Harding, the role taken by Harry Trullinger, and Billy Cummings, Richard Nelson, both American mining engineers that fell in love with Zodah and Lohlah, were suited to parts. “My Persian Rose,” a melodious Oriental love song, and “I Did Not Know,’ were sung as solo parts by Trullinger, and two pleasing numbers given by Mr. Nelson with Miss Bennett “Chains Love.” and were of Little Honey-Bees.” Nowobeh, Zodah’s old nurse, was role taken by Genevieve Miller, she added bits of comedy to the as the one determined to win the love of Soam.
Before the operetta concluded! They appeared in a number “What We Were and What We Are”
Harold Knox, who was the Shah, Junior Curnutt as an Arab Sheik. elaborately dressed as aristocrats of Orient. “Bow Low!” sung by the chorus announced their arrival on the scene followed by Perunah and Somecraba singing “Two Royal Nibs.” Mr. Curnutt gave one vocal number Am King of My Desert Throne,” and Mr. Knox gave “My Life One Huge Joke.” Both appeared in group numbers.
The success of the operetta was as much dependent upon the special boys and girls choruses and the general chorus and the orchestra as it was upon the eight principals. The names of all the participants appeared yesterday’s Democrat-Forum and Tribune.
A word of recognition is given to the directors. Mrs. Carrie Margaret Caldwell, H.O. Hickernell, and Miss Amber Stoner. The Oriental dancing was directed by Mrs. Bill Smith and assistance behind the scene last night was given by Miss Mabel Messick.
Summary of Play Production
In the Garden of the Shah is a popular, lighthearted two- or three-act operetta typically performed by high schools and amateur glee clubs in the early to mid-20th century. Originally published by Raymond A. Browne and Arthur A. Penn, the comedic “Persian romance” features vibrant costumes, catchy musical numbers, and an exotic, mythical Middle Eastern setting.
The Plot
The story generally follows an amusing sequence of events in Persia:
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- The Mission: Two American mining engineers and their witty, comic servant travel to Persia to run a gold mine.
- The Romance: The men fall in love with the Shah’s daughter, Zohdah, and her best friend, Lehlah.
- The Conflict: The Shah demands that Zohdah marry a supposedly wealthy Sheik, who ultimately turns out to be an imposter.
- The Resolution: After various comical mishaps, the Americans are thrown in prison, freed by the Shah’s daughter, and successfully clear their names to gain the Shah’s blessing for the weddings.
Historical Context
This operetta was widely staged by North American high schools, community organizations, and local professionals from the 1920s through the 1950s. In an era when amateur productions of operettas were highly popular in local auditoriums, In the Garden of the Shah was a staple for music departments due to its large-ensemble choruses, violin accompaniments, and straightforward comedy.
Trend of Classical Friezes in High Schools in the Early 1900s
In the late 1800s and early 1900s, plaster cast copies of Greek sculpture—such as the Parthenon Frieze and architectural coffers from the Erechtheion—were heavily used to decorate high schools and universities. Driven by the Beaux-Arts educational tradition, these replicas were meant to inspire students, teach classical mythology, and aid in drawing instruction.
Where to Explore Plaster Cast Collections:
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- Caproni Collection: Based in Boston, P.P. Caproni & Brother was one of the premier American makers that supplied schools and museums with these exact plaster reproductions. You can still browse their historical catalog of pieces today.
- Institute of Classical Architecture & Art: Provides a great visual resource for classic Greek and Roman plaster casts, including architectural fragments and reliefs.
- The Slater Memorial Museum: Located in Norwich, Connecticut, it remains one of the few places in the country that maintains an extensive, original 19th-century collection of plaster cast masterworks.
- The Pennsylvania Academy of the Fine Arts (PAFA): Their historical collection PAFA Cast Collection PDF documents the era when many institutions acquired classroom casts from firms like Caproni before changing art curricula led to their storage. [1, 2, 3, 4, 5]
Why the Trend Faded:
While extremely popular between the 1890s and 1920s, these educational collections fell out of favor in the 1930s. Modernist art movements shifted educational focus away from copying classical antiques, and many original school and university collections were relegated to storage, sent to museums, or, in many cases, destroyed.
Jokes About 86 Members in Cast
- With 86 kids in the cast, the program has more names than the school has desks — and halfway through Act I, someone borrowed a desk from the band room.
- The chorus has 86 voices — which is great, because when the soprano misses a high note, the other 85 cover it in perfect unison.
- The director announced blocking for Scene 2 and immediately needed a parking map and a roll call.
- Intermission lasts 45 minutes: 30 for costume changes, 10 for water, 5 to find the kid who got lost in the garden.
- Their orchestra is three students and a tambourine, which explains why the King of Persia makes dramatic entrances to a kazoo fanfare.
- The lead said to get lost in the garden for dramatic effect — nobody told 86 extras the exit was only one step wide.
- The program lists the cast, crew, and everyone who’s ever been to a rehearsal. Admission includes a small genealogical chart.
- The set designers said they wanted depth — so they built three more backdrops and hired 60 people to walk slowly across them.
- Costume department: “We have 86 robes in size ‘one-size-fits-most’ and 86 opinions on how they should be worn.”
- The student playing the Shah forgot his crown; they deputized the stage manager, who’d been carrying a ruler, a stapler, and three interesting looks.
- The chorus came in on cue — mostly because they were still reading the cue cards from the back row.
- After opening night, the small-town paper headline read: ‘In the Garden of the Shah’ — and 86 parents agreed the performance was planted to perfection.
Jokes About Copies of Classic Greek Sculptures in Auditoriums in the Midwest in the 1900s
- Back then every classroom had a Greek sculpture panel — because nothing motivates arithmetic like a marble stare of disapproval.
- The school motto: “Know thy student.” The sculpture took it literally and never graded anyone.
- They hung a Greek panel in the hall so kids could practice history, and statues could practice looking disappointed.
- Teachers said the sculptures inspire classical learning. Students said they just inspired better posture.
- The Greek panels were the original silent hall monitors — immovable, expressionless, and somehow judging your handwriting.
- Parents loved it: “Our school has culture!” Kids translated: “Our school has a heavy thing to trip over.”
- The principal insisted on marble copies for authority. Nobody mentioned how much authority they had to carry up the stairs.
- The sculptures were put in every classroom to remind kids of democracy — and to provide free paperweights.
- Report cards read: “Shows promise.” The statue read: “Unmoved.”
- Field trip highlight: the students finally found someone older and more stoic than the history teacher.
- They said the panels would elevate taste, which worked until someone put gum under the chisel.
- Schools hung them to teach mythology; students thought they were elaborate coat racks.
- The art teacher assigned a “bring a classical pose” day. Attendance was great; the statues were unfazed.
- The sculptures never complained about cafeteria food — mostly because they couldn’t. Improvement noted.
- When someone asked why the panels were copies, the reply was: “Originals are expensive; these are emotionally authentic replicas.”