In this chapter, the researcher reviewed the opinion of some past and recent writers on the subject and also added their own ideal under the following sub-headings:
- Conceptual frame work
- Theoretical frame work
- Empirical frame work
- Summary

2.1. CONCEPTUAL FRAME WORK
CONCEPT OF ZOOLOGICAL GARDEN

The concept zoological garden is a form of ex – situ conservation, which primarily involves keeping of animals alive outside their natural environment for aesthetic educational researches and recreational purpose (Varadharajan and Pythol 2000). Nigeria is blessed with abundant wildlife species which needs to be properly managed in a sustainable basis to prevent depletion (Opara et –al 2010). Hence the need to adapt strict management of resources, repopulation of endangered species and conservation of wildlife park and zoological garden and management strategies (Ajebede et – al 2010).
Throughout history, human have given value to other species of animals as means of entertainment, education and spirituality in addition to being source of food and clothing (front 2011, 69) collecting and exhibiting and exhibiting animals originated from Ancient Egypt where private collection were reserved for the higher class population as a symbol of wealth and power (wearing and jobberns 2011, 19 – 50). In the 1900’s, zoo’s based themselves as conservation movement, with focus on scientific study of endangered species. In the beginning of the 20th century, zoo became an attraction of mass audiences (Beardworth and Bryan 2001, 88). By the late 1900’s there was a shift in the natural of zoo with public attitude and interest changing nature and conservation, with concern for ecosystem and awareness as they protect endangered species (Wearing and Jobbern 2011, 50.

ROLES OF ZOOLOGICAL GARDEN
(Mason 2011, 189) reveal that the roles of zoo are:
a. Educating people about animals.
b. Conservation of endangered species
c. Safeguarding the welfare visitors
d. To generate revenue
e. Providing visitors facilities such as catering and merchandising
f. Re – introducing captive breeding into the wild and carrying out zoological and veterinary research to improve animal welfare in the wild and in captivity.
On the other hand, zoos served as scientific research, for example, zoologist learn more about animals habit and diseases by studying them in zoos studies of animals living kin zoo, together with examination of those that have died have provide zoologist with information about the structure and function of animal bodies (Usher M.B 2000). Keeping wildlife animals in captivity bring visitors from different parts of the world for different purposes such as to provide sources of recreation in the city, to provide biological specimen to constitutes, a learning resource for secondary school, colleges, and universities. It also provide employment and game reserve, provides sources of protein revenue, esthetics recreation, education and scientific values (Presley 2001). The captive animal propagation is one way of encouraging growth of depleted wildlife species population and so properly planned program of zoo establishment and development is considered as one of effective method for conservation of wildlife (Okpiri 2005). Educational environment study and conservation of the  environment have become a subject of major importance all over the world, not only from the point of view of preventing population, but also from the point of conserving water supplies by protecting water shed, conserving soil, vegetarian and Fauna. (Comphell 2007). Comphell also stated that conservation zoos can provide an important facility for research at both pure and applied levels in both the field and laboratory in colleges and universities. Bigot (2000) emphasized that the primary function of zoo curators is to make visit a leaving experience. The attention and effort given to wildlife conservation and tourism in both state and federal levels have been noted.

CONCEPT OF TOURISM
According to UNWTO 2020 defined as the study of man away from his usual habitat. Activities of a person traveling to and staying in places outside their usual environment for not more than one consecutive year for leisure, business and other purposes, tourism contributes to specie conservation, communities project in developing countries like: Nigeria, environmental education, awareness and economies development (Klutzy, 2000). Filton et al (2000) reported that 20 – 40 percent of international tourism is related to wildlife. In Nigeria, tourism contributed 3.3 percent of total GDP in 2011 with forecast of a 10.8 percent increase for 2012 (WTTC 2012). Smith et al (2012) recognized the role of wildlife tourism as building breeding species management and influencing visitor’s behavior for the benefit of wild animals. Fibs (2007) underscored the value of zoo visitors and their feedbacks for the planning and designing of zoo and more importantly to decision making in zoo management by showing on – going treads. He therefore stands to reason that visitors’ preferences should be seriously considered by policy makers and management of zoo and other similar institutions. An area in which visitors’ preference is highly important for a zoo in particular is choice of animals desired. Woods (2000) observed that humans have definite preference for different species of animals. Knowledge of visitors desires in terms of animals and the features that make the animals appealing will assist zoo management in animal acquisition and also in development of education and interpretation programs listening physical features, behavioral characteristics as factors influencing animals preference (Wood 2000, Wentworth 2012). Wild tourism can be described as tourism undertaken to view and or encounter non – domesticated animals in captive, semi – captive or in their natural environment (CRC 2001, Newsome et al 2005). According to Durbary (2004), it could be non consumptive such as viewing, photographing and fishing.

CONCEPT OF ZOO AND EDUCATION
In zoo and education, a study by Patricia et al 2007 states that conservation and education are key elements in the mission statement of zoos. A survey conducted by the Association of zoo and aquarium (AZA) reveals that the general public rate conservation and education as the most important role of zoo (Frasers and Stickler 2008). Zoo primarily deals with three aspects of conservation practice i.e practice, advocacy and research. Conservation practice entails captive breeding, species rein-introduction programs, species survival plans and the use of zoo revenue for conservation programs in wild. Conservation advocacy include: public engagement, promoting awareness, advocacy, stewarding and fund raising events and schemes, a good example of which is like “Adopt animal scheme at most modern zoos”. Moreover, conservation research is conducted on wildlife biology, population dynamics, animal behavior, health and welfare and there are also publications generated by zoos animals care captivity. The preservation of animals in zoos makes it easier for more people to see them.
As well, zoos have been used to preserve various endangered species. However, zoos have become powerful educational tool for many scholars, biologists and researchers (Falk and Dierking 2000).  Individual who visit a zoo get the rare opportunity to examine the relationship between man and animal (Wagoner and Jenson 2010). Students can learn a lot about certain animals that might not be locally available. Many specimen and animals (Wagner and Jensen 2010) argue that zoo makes it possible for researchers to conduct their studies, for instance, researchers can use caged animals to make various observation about wildlife or animals. The acquired knowledge can be used to support the survival of the wild animals in their natural habitats. It is therefore agreeable that zoos have an important educational role in every society. This because, learning is ever – changing process (Falk and Dierking 2000). In the 1970’s the primary educational target for most American zoo was elementary level children. The idea was that building understanding would lead to appreciation which would eventually produce a generation that was concerned about wildlife and the environment (Wheatly 2000). Wheatly emphasized that although children are still a primary audience, zoos are extending themselves to reach many others audience that can make difference in action today. This initiative includes the membership, governance and employee of zoo.

CONCEPT OF ZOO AND CONSERVATION
In zoo and conservation, according to Max – Planck Gesell Chaft (2011), Zoology garden breeds animal from threatened populations and and thus makes greater contributions towards biodiversity conservation. According to UN (2020) on global biodiversity warned that 1 million species are at risk of extinction with decades, putting the world’s natural life support system in jeopardy. Unfortunately, loss of plants and animals habitat leads to from species extinctions and loss of diversity from ecosystem. Fortunately, not all of the extinctions occur at once. Conservation action may still be able to save threatened species (John M et al 2016). At October 2010, meeting of the Convention on Biological Diversity (CBD) in Nagoya, Japan, delegates discussed a plan to reduce pressure in the planet’s biodiversity. Key targets include expanding coverage of protected areas, halving the rate of loss of natural habitats, and preventing extinction of threatened species. Species whose habitat is severely threatened, however, the outlook is so bleak that the International Union for Conservation of Nature (IUCN), the US Endangered Species Act and the CBD (Article a) recognize that In-Situ conservation action (ie, in the species natural habitat) will need to be combined with Ex-Situ approaches, such as captive breeding in zoos, aquariums and so on (Conde et al 2011).

THE THEORETICAL FRAME WORK
The animal welfare and management (Dakin 2001) is a state of being that can be measured, recognized that its ranges from very poor to very good, introduces the concept of coping, allow measurement separate from moral consideration and refer to feeling as well as physical and psychological health. The definition of welfare that we use also emphasizes that it relates to an individual and thus welfare can differ between different members of the same species, even when exposed to the same condition (Horsey et al 2009). In the case of zoo animals, which have often come from very heterogeneous background, individuals may vary greatly in this previous life experiences and this can influence their ability to cope with certain challenges, by using each animal as its environment and thus an individual’s welfare can be measured.
There are also some species – specific characteristics that have evolved to enable animals cope with different, environment and thus we should also consider welfare at the species level; such species level adaptation could relate to dietary needs, hearing sensitivity, thermo-regulatory needs and so on. The theory of evolution by natural selection, first formulated in Darwin’s book “On the origin of species” in 1859, this theory states Organisms change over time as result of changes in heritable physical or behavioral traits. Changes that allow an organism to better adapt to its environment will help it to survive and have more offspring. The physical and behavioral changes that make natural selection possible happen at the level of DNA and gene, such changes are called Mutation. “Mutations are basically the raw materials on which evolution act. Pobiner said, mutation can be caused by random error in DNA replication or repair, or by chemical of radiation damage. According to Chinaka (2019) in the book concept of evolution, Charles Darwin proposed the concept of natural selection as the mechanism of evolution. The main postulates of Darwinism are:
1. Geometric increase: According to Darwinism, the populations tends to multiply geometrically and the reproductive powers of living organism (biotic potential) are much more than required to maintain their numbers.
2. Limited food and space
3. Struggle for existence
4. Variation etc
Both natural animal populations and those in captivity are subject to evolutionary forces. Evolutionary changes to captive populations may be an important, but poorly understood, factor that can affect the sustainability of these populations. The importance of maintaining the evolutionary integrity of zoo populations especially those that are used for conservation efforts including rein-introductions is critical for the conservation of biodiversity.
Greater appreciation for an evolutionary perspective may offer important insights that can enhance the reproductive success and health examples and associated strategies that highlight this approach, including minimizing domestication (ie genetic adaptation to captivity), integrating natural mating systems into captive breeding protocols, minimizing the effects of translocation on variation in photoperiods and understanding the interplay of parasites and pathogens and inflammation. Captive populations can adapt rapidly to captive environments through demonstration, in which human impose artificial selection in order to increase the prevalence of desired traits in the domesticated population.
For domestic animals, human breeders choose to breed only those individuals that thrive in the captive environments, leading to trans-generational changes that result in a population that is adapted to breed and survive in the conditions imposed by the breeders. Among captive population of animals, zoo populations are unique in that they are maintained to educate the public regarding wildlife and their habitat or to preserve critically endangered species through captive breeding and reinforcement program. Although assessment and preservation of genetic diversity is a top priority for most conservation breeding programs, fundamental to these goals is the maintenance of the genetic variation of these captive populations (Lacy 2009). Whether used to further educational or conservation goals, it is critically that these captive population are representative of the natural populations from which they are desired (Ashley et al 2003). However, maintaining captive population, such that they are reflective of the wild phenotype of the animals, can be challenging in zoos because of the mismatch the environments that the zoo population is originally from and the captive content in which they are been housed. Hendry et al 2015 carol et al 2014, for example, solitary animals with large territories that only encounter sexually mature counterparts during estrus may be housed in proximity of their mate year round, potentially leading to the behavioral issues, including ****** aggregation or ****** incompatibility. Other stressor can exist in captive environments for which animals are not adapted, including the acoustic environments, physical substrate and even availability of food (Morgan and Tromborg 2007). Minimizing the mismatch between the natural environment and the captive environment and they should limit the decline and poor performance of captive populations (Hendry et al 2011; Carrol et al 2014). Captive environments are very different from the wild and can impose different selection pressures that can lead to genetic adaptation in the captivity that affects behaviors (eg: temperaments; MC Douglas et al 2006), morphology (eg; size, skeletal morph metric O’ Regan and Kitchener 2005); and reproductive output (eg; age at ****** maturity, letter size). In particular populations of species with short generation times will adapt more rapidly to captivity than those with long generation time (Frankham 2008).
Social learning theory is the idea that children from observing. According to the learning theory, learning is based on social interaction with the environments (Nwamuo et al 2006). As children walk around the zoo, they are exposed to words and concepts. It also encourages dialogue between parents, siblings, friends and zoo guards (Jessica 2014)  visiting the zoo help the children and other visitors to understand the importance of taking care of the environments as it has a significant impact on lives and welfare of animals and importance of conservation and animal care which will never be forgotten. According to (Nwamuo et al 2006) social learning theory plays a big role in how people and especially learn. There are four elements to social learning theory including:
• Attention: Children can’t learn if they aren’t focused on the task. Students who see something unique or different are more likely to focus on it, helping to learn just as in zoo.
• Retention: people learn by internalizing information later when we can recall that information later when we respond to a situation in the same way which we saw.
• Reproduction: in the way we are able to reproduce our previously learn behavior or knowledge when it’s required. Practicing our response in our head or in action can improve the way we response.
• Motivation

Operant conditioning of behaviors theory of B.F Skinner, enclosure design and environmental enrichment strategies have all been suggested to improve the welfare of zoo animals by reducing stereotypical behavior and rein-introduction success of wildlife species. (WAZA 2015). Thus, the use of these strategies has important consequences for zoological collections. Despite the recognition and wild-scale implementation of such strategies, however, concerns around global zoo animal welfare remain and behavioral pathologies are common in many species. (Luhrs 2010) using operant conditioning, some of the barriers to delivering positive welfare experiences through holistic behavioral management strategies to zoo animals and make recommendations for institutional approaches towards improving zoo animal welfare using examples of Abnormal Repetitive Behaviors (ARBs) through targeted behavioral management.

EMPIRICAL FRAMEWORK
According to P.A Anadu (2000) on his study wildlife conservation in Nigeria: problems and strategy a case study of wildlife reserve of University of Benin, the major treats to nature conservation in Nigeria and he reviewed critically the measures adopted for the protection of wildlife. According the study, the major problem includes habitat degradation (through uncontrolled logging, agricultural projects, industrial plantations, highway and urban development’s and exploitation for fuel wood) over hunting and poaching.
He suggested that to protect wildlife include the creation of more game reserve, enactment of wildlife laws, signing of international treaties and manpower development. According to his research through interview with about 10 workers or staff of the wildlife reserve, the major treats to the area include poaching and hunting, indiscriminate feeling of forest trees, low funding, inadequate game laws and weak enforcement of the existing legal provisions.
It is suggested that the Federal Government should intervene more positively in favor of conservation by creating more national parks and assuming joint responsibility with the states for formulating wildlife laws. Furthermore, the role of nongovernmental organizations in influencing conservation policies and mobilizing public opinion will be cruial in different years ahead.
In the journal “A synopsis of wildlife conservation in Nigeria by Timothy A Afolaya  2009, this article emphasized the recent developments in the overall conservation program in Nigeria as it describes the important role which wildlife is playing in helping to feed the nation, in creating employment opportunities, in education in research, in recreation and in local medicine. Inadequately of Nigerian wildlife legislation and of the trained manpower to protect and manage the wildlife resources are among the crucial wildlife management problems identified. It is also stressed that the basic information for effective management is often lacking where Nigerian wildlife reserved are concerned. It also stressed that the main problems facing wildlife conservation in Nigeria include poaching, over exploitation, lack accurate data, bush burning that destroys wildlife habitat. There is adequate reliable database to facilitate forestry planning and development. Weak forest policy and implementation, forest policies lacks legal backing and hence its enforcement is difficult. The Nigeria forestry policy Act, 1937 is subsumed in the National Agricultural Policy of 1988. Forest tariffs are relatively low and are not revised frequently penalties under most laws are low and seldom enforced. It suggested that Nigeria forestry policy act should be reviewed or renew and encourage the government to implement the policies adequately and enforce penalties on the offenders.
Jonathan (2009) in his own study animal wildlife conservation under multiple land use system in Nigeria reveals that out of 6 selected zoological garden and game reserves in six geopolitical zones in Nigeria. The situation of wildlife in Nigeria is nevertheless different. Except in the Yankari, upper Ogun and Kwiabaha, Game Reserves and the Kainji lake National park, little efforts have been made to protect the Nigerian animal wildlife resources from human pressure and wide spread extinction. To many, what remains of the wildlife animals are best seen in the few state owned zoological gardens in Nigeria?
However, because most indigenous large animal species including Elephant, Buffalo, Chimpanzee, Gorilla, Rhinoceros, Leopard and Ostrich have not been able to reproduce in the various zoological garden so far, the hope to conserve this animals are brittle.
According to his work, animal wildlife is a declining resource in Nigeria because of unplanned land use practices. For example, land uses in game reserves are often conflicting and contradictory for land uses, timber extraction, hunting; food crop production and settlement are simultaneously going on in game reserves with little or no control measures and with no management plans. The excessive demands for land these conflicting uses have greatly disturbed the ecosystems involved, thus making the survival of the wild animals uncertain. Specially, the problems of wildlife conservation in Nigeria are:
a. Poaching
b. Indiscriminate burning of the vegetations
c. Uncontrolled grazing activities in the reserves
d. Intensive logging for domestic and industrial uses
e. Users rights on the reserves enjoyed by the traditional owners of the land before reservation
f. Lack of adequate fund to manage the reserve
g. Ineffective legislation
h. Lack of trained manpower
i. Urban sprawl
j. Infrastructural development of roads, electric and telegram lines and irrigation schemes.
k. Lack of modern enclosure or caging
l. Inability of animals to breed within the captive environment.

He then emphasized that the picture for Nigerian animal wildlife depends on the nation’s ability to conserve what is left either in their natural habitat or at least, in zoological gardens. The game reserve should be reduced to manageable numbers while state governments should win public sympathy through adequate conservation publicity and the provision of sufficient vehicles and personnel to manage the game reserves. The policy of land use in game reserves should be conducted on:
a. The number and species of animals hunted per year
b. The population of animals species in the game reserves and their habitat sustainability
c. The endangered and extinct animals species and specific reasons for the decline in their population
d. Human problems peculiar to each reserve and ways of minimizing them.
e. Establishment of rein-introduction programs.

SUMMARY
The establishment of zoos in a society is premised partly on the idea of bringing man close to wild animal’s species (Yager et al 2015). This establishment has various roles to play in the ecosystem and all endeavors of life. The role of zoological garden as well as wildlife conservation is as follows:
1. Education: zoos are established for the preservation of animal to make it easier for more people to see them and learn their characteristics and habitat. Zoo animals are used for specimens both for secondary schools students and tertiary institution as well as teaching the public the benefit of wildlife. A survey conducted by the Association of Zoos and Aquarium (AZA) reveals that, the general public rate conservation and education as the most important role of zoo (Fraser and Stickler 2008).
2. Conservation: of endangered species to avoid extinction of such animal.
3. Tourism:  it serves as a centre of tourism as people from different parts of the country visit to learn about nature at their leisure.
4. Generating revenue for the government as well as provides employment opportunities individuals etc
Most problems encountered in Nigerian zoos include:
• Poaching
• In availability of breeding species
• Lack of trained personnel’s
• Lack of fund by the Government
• Lack of infrastructure and conservation facilities.

Even as the sun with purple-coloured face
Had ta’en his last leave of the weeping morn,
Rose-cheeked Adonis hied him to the chase;
Hunting he loved, but love he laughed to scorn.
Sick-thoughted Venus makes amain unto him,
And like a bold-faced suitor ‘gins to woo him.

“Thrice fairer than myself,” thus she began
“The fields chief flower, sweet above compare,
Stain to all nymphs, more lovely than a man,
More white and red than doves or roses are;
Nature that made thee with herself at strife
Saith that the world hath ending with thy life.

“Vouchsafe, thou wonder, to alight thy steed,
And rein his proud head to the saddle-bow;
If thou wilt deign this favour, for thy meed
A thousand honey secrets shalt thou know.
Here come and sit where never serpent hisses,
And being set, I’ll smother thee with kisses.

“And yet not cloy thy lips with loathed satiety,
But rather famish them amid their plenty,
Making them red and pale with fresh variety:
Ten kisses short as one, one long as twenty.
A summer’s day will seem an hour but short,
Being wasted in such time-beguiling sport.”

With this she seizeth on his sweating palm,
The precedent of pith and livelihood,
And, trembling in her passion, calls it balm,
Earth’s sovereign salve to do a goddess good.
Being so enraged, desire doth lend her force
Courageously to pluck him from his horse.

Over one arm the ***** courser’s rein,
Under her other was the tender boy,
Who blushed and pouted in a dull disdain,
With leaden appetite, unapt to toy;
She red and hot as coals of glowing fire,
He red for shame, but frosty in desire.

The studded bridle on a ragged bough
Nimbly she fastens—O, how quick is love!
The steed is stalled up, and even now
To tie the rider she begins to prove.
Backward she pushed him, as she would be ******,
And governed him in strength, though not in lust.

So soon was she along as he was down,
Each leaning on their elbows and their hips;
Now doth she stroke his cheek, now doth he frown
And ‘gins to chide, but soon she stops his lips,
And, kissing, speaks with lustful language broken:
“If thou wilt chide, thy lips shall never open”.

He burns with bashful shame; she with her tears
Doth quench the maiden burning of his cheeks;
Then with her windy sighs and golden hairs
To fan and blow them dry again she seeks.
He saith she is immodest, blames her miss;
What follows more she murders with a kiss.

Even as an empty eagle, sharp by fast,
Tires with her beak on feathers, flesh, and bone,
Shaking her wings, devouring all in haste,
Till either gorge be stuffed or prey be gone;
Even so she kissed his brow, his cheek, his chin,
And where she ends she doth anew begin.

Forced to content, but never to obey,
Panting he lies, and breatheth in her face;
She feedeth on the steam as on a prey,
And calls it heavenly moisture, air of grace,
Wishing her cheeks were gardens full of flowers,
So they were dewed with such distilling showers.

Look how a bird lies tangled in a net,
So fastened in her arms Adonis lies;
Pure shame and awed resistance made him fret,
Which bred more beauty in his angry eyes.
Rain added to a river that is rank
Perforce will force it overflow the bank.

Still she entreats, and prettily entreats,
For to a pretty ear she tunes her tale;
Still is he sullen, still he lours and frets,
‘Twixt crimson shame and anger ashy-pale.
Being red, she loves him best; and being white,
Her best is bettered with a more delight.

Look how he can, she cannot choose but love;
And by her fair immortal hand she swears
From his soft ***** never to remove
Till he take truce with her contending tears,
Which long have rained, making her cheeks all wet;
And one sweet kiss shall pay this countless debt.

Upon this promise did he raise his chin,
Like a dive-dapper peering through a wave
Who, being looked on, ducks as quickly in;
So offers he to give what she did crave;
But when her lips were ready for his pay,
He winks, and turns his lips another way.

Never did passenger in summer’s heat
More thirst for drink than she for this good turn.
Her help she sees, but help she cannot get;
She bathes in water, yet her fire must burn.
“O pity,” ‘gan she cry “flint-hearted boy,
’Tis but a kiss I beg; why art thou coy?

“I have been wooed as I entreat thee now
Even by the stern and direful god of war,
Whose sinewy neck in battle ne’er did bow,
Who conquers where he comes in every jar;
Yet hath he been my captive and my slave,
And begged for that which thou unasked shalt have.

“Over my altars hath he hung his lance,
His battered shield, his uncontrolled crest,
And for my sake hath learned to sport and dance,
To toy, to wanton, dally, smile, and jest,
Scorning his churlish drum and ensign red,
Making my arms his field, his tent my bed.

“Thus he that overruled I overswayed,
Leading him prisoner in a red-rose chain;
Strong-tempered steel his stronger strength obeyed,
Yet was he servile to my coy disdain.
O be not proud, nor brag not of thy might,
For mast’ring her that foiled the god of fight.

“Touch but my lips with those fair lips of thine,
—Though mine be not so fair, yet are they red—
The kiss shall be thine own as well as mine.
What seest thou in the ground? Hold up thy head;
Look in mine eyeballs, there thy beauty lies;
Then why not lips on lips, since eyes in eyes?

“Art thou ashamed to kiss? Then wink again,
And I will wink; so shall the day seem night.
Love keeps his revels where there are but twain;
Be bold to play, our sport is not in sight:
These blue-veined violets whereon we lean
Never can blab, nor know not what we mean.

“The tender spring upon thy tempting lip
Shows thee unripe; yet mayst thou well be tasted.
Make use of time, let not advantage slip:
Beauty within itself should not be wasted.
Fair flowers that are not gathered in their prime
Rot and consume themselves in little time.

“Were I hard-favoured, foul, or wrinkled-old,
Ill-nurtured, crooked, churlish, harsh in voice,
O’erworn, despised, rheumatic, and cold,
Thick-sighted, barren, lean, and lacking juice,
Then mightst thou pause, for then I were not for thee;
But having no defects, why dost abhor me?

“Thou canst not see one wrinkle in my brow,
Mine eyes are grey and bright and quick in turning,
My beauty as the spring doth yearly grow,
My flesh is soft and plump, my marrow burning;
My smooth moist hand, were it with thy hand felt,
Would in thy palm dissolve or seem to melt.

“Bid me discourse, I will enchant thine ear,
Or like a fairy trip upon the green,
Or like a nymph, with long dishevelled hair,
Dance on the sands, and yet no footing seen.
Love is a spirit all compact of fire,
Not gross to sink, but light, and will aspire.

“Witness this primrose bank whereon I lie:
These forceless flowers like sturdy trees support me;
Two strengthless doves will draw me through the sky
From morn till night, even where I list to sport me.
Is love so light, sweet boy, and may it be
That thou should think it heavy unto thee?

“Is thine own heart to thine own face affected?
Can thy right hand seize love upon thy left?
Then woo thyself, be of thyself rejected,
Steal thine own freedom, and complain on theft.
Narcissus so himself himself forsook,
And died to kiss his shadow in the brook.

“Torches are made to light, jewels to wear,
Dainties to taste, fresh beauty for the use,
Herbs for their smell, and sappy plants to bear;
Things growing to themselves are growth’s abuse.
Seeds spring from seeds, and beauty breedeth beauty;
Thou wast begot: to get it is thy duty.

“Upon the earth’s increase why shouldst thou feed,
Unless the earth with thy increase be fed?
By law of nature thou art bound to breed,
That thine may live when thou thyself art dead;
And so in spite of death thou dost survive,
In that thy likeness still is left alive.”

By this, the lovesick queen began to sweat,
For where they lay the shadow had forsook them,
And Titan, tired in the midday heat,
With burning eye did hotly overlook them,
Wishing Adonis had his team to guide,
So he were like him, and by Venus’ side.

And now Adonis, with a lazy sprite,
And with a heavy, dark, disliking eye,
His louring brows o’erwhelming his fair sight,
Like misty vapours when they blot the sky,
Souring his cheeks, cries “Fie, no more of love!
The sun doth burn my face; I must remove.”

“Ay me,” quoth Venus “young, and so unkind!
What bare excuses mak’st thou to be gone!
I’ll sigh celestial breath, whose gentle wind
Shall cool the heat of this descending sun.
I’ll make a shadow for thee of my hairs;
If they burn too, I’ll quench them with my tears.

“The sun that shines from heaven shines but warm,
And lo, I lie between that sun and thee;
The heat I have from thence doth little harm:
Thine eye darts forth the fire that burneth me;
And were I not immortal, life were done
Between this heavenly and earthly sun.

“Art thou obdurate, flinty, hard as steel?
Nay, more than flint, for stone at rain relenteth.
Art thou a woman’s son, and canst not feel
What ’tis to love, how want of love tormenteth?
O, had thy mother borne so hard a mind
She had not brought forth thee, but died unkind.

“What am I that thou shouldst contemn me this?
Or what great danger dwells upon my suit?
What were thy lips the worse for one poor kiss?
Speak, fair; but speak fair words, or else be mute.
Give me one kiss, I’ll give it thee again,
And one for int’rest, if thou wilt have twain.

“Fie, lifeless picture, cold and senseless stone,
Well-painted idol, image dull and dead,
Statue contenting but the eye alone,
Thing like a man, but of no woman bred!
Thou art no man, though of a man’s complexion,
For men will kiss even by their own direction.”

This said, impatience chokes her pleading tongue,
And swelling passion doth provoke a pause;
Red cheeks and fiery eyes blaze forth her wrong:
Being judge in love, she cannot right her cause;
And now she weeps, and now she fain would speak,
And now her sobs do her intendments break.

Sometime she shakes her head, and then his hand;
Now gazeth she on him, now on the ground;
Sometime her arms infold him like a band;
She would, he will not in her arms be bound;
And when from thence he struggles to be gone,
She locks her lily fingers one in one.

“Fondling,” she saith “since I have hemmed thee here
Within the circuit of this ivory pale,
I’ll be a park, and thou shalt be my deer:
Feed where thou wilt, on mountain or in dale;
Graze on my lips, and if those hills be dry,
Stray lower, where the pleasant fountains lie.

“Within this limit is relief enough,
Sweet bottom-grass and high delightful plain,
Round rising hillocks, brakes obscure and rough,
To shelter thee from tempest and from rain:
Then be my deer, since I am such a park;
No dog shall rouse thee, though a thousand bark.”

At this Adonis smiles as in disdain,
That in each cheek appears a pretty dimple.
Love made those hollows, if himself were slain,
He might be buried in a tomb so simple,
Foreknowing well, if there he came to lie,
Why, there Love lived, and there he could not die.

These lovely caves, these round enchanting pits,
Opened their mouths to swallow Venus’ liking.
Being mad before, how doth she now for wits?
Struck dead at first, what needs a second striking?
Poor queen of love, in thine own law forlorn,
To love a cheek that smiles at thee in scorn!

Now which way shall she turn? What shall she say?
Her words are done, her woes the more increasing.
The time is spent, her object will away,
And from her twining arms doth urge releasing.
“Pity!” she cries “Some favour, some remorse!”
Away he springs, and hasteth to his horse.

But lo, from forth a copse that neighbours by
A breeding jennet, *****, young, and proud,
Adonis’ trampling courser doth espy,
And forth she rushes, snorts, and neighs aloud.
The strong-necked steed, being tied unto a tree,
Breaketh his rein, and to her straight goes he.

Imperiously he leaps, he neighs, he bounds,
And now his woven girths he breaks asunder;
The bearing earth with his hard hoof he wounds,
Whose hollow womb resounds like heaven’s thunder;
The iron bit he crusheth ‘tween his teeth,
Controlling what he was controlled with.

His ears up-pricked; his braided hanging mane
Upon his compassed crest now stand on end;
His nostrils drink the air, and forth again,
As from a furnace, vapours doth he send;
His eye, which scornfully glisters like fire,
Shows his hot courage and his high desire.

Sometime he trots, as if he told the steps,
With gentle majesty and modest pride;
Anon he rears upright, curvets and leaps,
As who should say ‘Lo, thus my strength is tried,
And this I do to captivate the eye
Of the fair ******* that is standing by.’

What recketh he his rider’s angry stir,
His flattering ‘Holla’ or his ‘Stand, I say’?
What cares he now for curb or pricking spur,
For rich caparisons or trappings gay?
He sees his love, and nothing else he sees,
For nothing else with his proud sight agrees.

Look when a painter would surpass the life
In limning out a well-proportioned steed,
His art with nature’s workmanship at strife,
As if the dead the living should exceed;
So did this horse excel a common one
In shape, in courage, colour, pace, and bone.

Round-hoofed, short-jointed, fetlocks **** and long,
Broad breast, full eye, small head, and nostril wide,
High crest, short ears, straight legs and passing strong,
Thin mane, thick tail, broad buttock, tender hide;
Look what a horse should have he did not lack,
Save a proud rider on so proud a back.

Sometime he scuds far off, and there he stares;
Anon he starts at stirring of a feather;
To bid the wind a base he now prepares,
And whe’er he run or fly they know not whether;
For through his mane and tail the high wind sings,
Fanning the hairs, who wave like feathered wings.

He looks upon his love, and neighs unto her;
She answers him as if she knew his mind:
Being proud, as females are, to see him woo her,
She puts on outward strangeness, seems unkind,
Spurns at his love, and scorns the heat he feels,
Beating his kind embracements with her heels.

Then, like a melancholy malcontent,
He vails his tail that, like a falling plume,
Cool shadow to his melting buttock lent;
He stamps, and bites the poor flies in his fume.
His love, perceiving how he was enraged,
Grew kinder, and his fury was assuaged.

His testy master goeth about to take him,
When, lo, the unbacked *******, full of fear,
Jealous of catching, swiftly doth forsake him,
With her the horse, and left Adonis there.
As they were mad, unto the wood they hie them,
Outstripping crows that strive to overfly them.

All swoll’n with chafing, down Adonis sits,
Banning his boist’rous and unruly beast;
And now the happy season once more fits
That lovesick Love by pleading may be blest;
For lovers say the heart hath treble wrong
When it is barred the aidance of the tongue.

An oven that is stopped, or river stayed,
Burneth more hotly, swelleth with more rage;
So of concealed sorrow may be said.
Free vent of words love’s fire doth assuage;
But when the heart’s attorney once is mute,
The client breaks, as desperate in his suit.

He sees her coming, and begins to glow,
Even as a dying coal revives with wind,
And with his bonnet hides his angry brow,
Looks on the dull earth with disturbed mind,
Taking no notice that she is so nigh,
For all askance he holds her in his eye.

O what a sight it was wistly to view
How she came stealing to the wayward boy!
To note the fighting conflict of her hue,
How white and red each other did destroy!
But now her cheek was pale, and by-and-by
It flashed forth fire, as lightning from the sky.

Now was she just before him as he sat,
And like a lowly lover down she kneels;
With one fair hand she heaveth up his hat,
Her other tender hand his fair cheek feels.
His tend’rer cheek receives her soft hand’s print
As apt as new-fall’n snow takes any dint.

O what a war of looks was then between them,
Her eyes petitioners to his eyes suing!
His eyes saw her eyes as they had not seen them;
Her eyes wooed still, his eyes disdained the wooing;
And all this dumb-play had his acts made plain
With tears which chorus-like her eyes did rain.

Full gently now she takes him by the hand,
A lily prisoned in a gaol of snow,
Or ivory in an alabaster band;
So white a friend engirts so white a foe.
This beauteous combat, wilful and unwilling,
Showed like two silver doves that sit a-billing.

Once more the engine of her thoughts began:
“O fairest mover on this mortal round,
Would t

THERE'S many a strong farmer
Whose heart would break in two,
If he could see the townland
That we are riding to;
Boughs have their fruit and blossom
At all times of the year;
Rivers are running over
With red beer and brown beer.
An old man plays the bagpipes
In a golden and silver wood;
Queens, their eyes blue like the ice,
Are dancing in a crowd.
The little fox he murmured,
"O what of the world's bane?'
The sun was laughing sweetly,
The moon plucked at my rein;
But the little red fox murmured,
"O do not pluck at his rein,
He is riding to the townland
That is the world's bane.'
When their hearts are so high
That they would come to blows,
They unhook rheir heavy swords
From golden and silver boughs;
But all that are killed in battle
Awaken to life again.
It is lucky that their story
Is not known among men,
For O, the strong farmers
That would let the ***** lie,
Their hearts would be like a cup
That somebody had drunk dry.
The little fox he murmured,
"O what of the world's bane?'
The sun was laughing sweetly,
The moon plucked at my rcin;
But the little red fox murmured,
"O do not pluck at his rein,
He is riding to the townland
That is the world's bane.'
Michael will unhook his trumpet
From a bough overhead,
And blow a little noise
When the supper has been spread.
Gabriel will come from the water
With a fish-tail, and talk
Of wonders that have happened
On wet roads where men walk.
And lift up an old horn
Of hammered silver, and drink
Till he has fallen asleep
Upon the starry brink.
The little fox he murmured,
"O what of the world's bane?'
The sun was laughing sweetly,
The moon plucked at my rein;
But the little red fox murmured.
"O do not pluck at his rein,
He is riding to the townland
That is the world's bane.'