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.

Ye learnèd sisters, which have oftentimes
Beene to me ayding, others to adorne,
Whom ye thought worthy of your gracefull rymes,
That even the greatest did not greatly scorne
To heare theyr names sung in your simple layes,
But joyèd in theyr praise;
And when ye list your owne mishaps to mourne,
Which death, or love, or fortunes wreck did rayse,
Your string could soone to sadder tenor turne,
And teach the woods and waters to lament
Your dolefull dreriment:
Now lay those sorrowfull complaints aside;
And, having all your heads with girlands crownd,
Helpe me mine owne loves prayses to resound;
Ne let the same of any be envide:
So Orpheus did for his owne bride!
So I unto my selfe alone will sing;
The woods shall to me answer, and my Eccho ring.

Early, before the worlds light-giving lampe
His golden beame upon the hils doth spred,
Having disperst the nights unchearefull dampe,
Doe ye awake; and, with fresh *****-hed,
Go to the bowre of my belovèd love,
My truest turtle dove;
Bid her awake; for ***** is awake,
And long since ready forth his maske to move,
With his bright Tead that flames with many a flake,
And many a bachelor to waite on him,
In theyr fresh garments trim.
Bid her awake therefore, and soone her dight,
For lo! the wishèd day is come at last,
That shall, for all the paynes and sorrowes past,
Pay to her usury of long delight:
And, whylest she doth her dight,
Doe ye to her of joy and solace sing,
That all the woods may answer, and your eccho ring.

Bring with you all the Nymphes that you can heare
Both of the rivers and the forrests greene,
And of the sea that neighbours to her neare:
Al with gay girlands goodly wel beseene.
And let them also with them bring in hand
Another gay girland
For my fayre love, of lillyes and of roses,
Bound truelove wize, with a blew silke riband.
And let them make great store of bridale poses,
And let them eeke bring store of other flowers,
To deck the bridale bowers.
And let the ground whereas her foot shall tread,
For feare the stones her tender foot should wrong,
Be strewed with fragrant flowers all along,
And diapred lyke the discolored mead.
Which done, doe at her chamber dore awayt,
For she will waken strayt;
The whiles doe ye this song unto her sing,
The woods shall to you answer, and your Eccho ring.

Ye Nymphes of Mulla, which with carefull heed
The silver scaly trouts doe tend full well,
And greedy pikes which use therein to feed;
(Those trouts and pikes all others doo excell;)
And ye likewise, which keepe the rushy lake,
Where none doo fishes take;
Bynd up the locks the which hang scatterd light,
And in his waters, which your mirror make,
Behold your faces as the christall bright,
That when you come whereas my love doth lie,
No blemish she may spie.
And eke, ye lightfoot mayds, which keepe the deere,
That on the hoary mountayne used to towre;
And the wylde wolves, which seeke them to devoure,
With your steele darts doo chace from comming neer;
Be also present heere,
To helpe to decke her, and to help to sing,
That all the woods may answer, and your eccho ring.

Wake now, my love, awake! for it is time;
The Rosy Morne long since left Tithones bed,
All ready to her silver coche to clyme;
And Phoebus gins to shew his glorious hed.
Hark! how the cheerefull birds do chaunt theyr laies
And carroll of Loves praise.
The merry Larke hir mattins sings aloft;
The Thrush replyes; the Mavis descant playes;
The Ouzell shrills; the Ruddock warbles soft;
So goodly all agree, with sweet consent,
To this dayes merriment.
Ah! my deere love, why doe ye sleepe thus long?
When meeter were that ye should now awake,
T’ awayt the comming of your joyous make,
And hearken to the birds love-learnèd song,
The deawy leaves among!
Nor they of joy and pleasance to you sing,
That all the woods them answer, and theyr eccho ring.

My love is now awake out of her dreames,
And her fayre eyes, like stars that dimmèd were
With darksome cloud, now shew theyr goodly beams
More bright then Hesperus his head doth rere.
Come now, ye damzels, daughters of delight,
Helpe quickly her to dight:
But first come ye fayre houres, which were begot
In Joves sweet paradice of Day and Night;
Which doe the seasons of the yeare allot,
And al, that ever in this world is fayre,
Doe make and still repayre:
And ye three handmayds of the Cyprian Queene,
The which doe still adorne her beauties pride,
Helpe to addorne my beautifullest bride:
And, as ye her array, still throw betweene
Some graces to be seene;
And, as ye use to Venus, to her sing,
The whiles the woods shal answer, and your eccho ring.

Now is my love all ready forth to come:
Let all the virgins therefore well awayt:
And ye fresh boyes, that tend upon her groome,
Prepare your selves; for he is comming strayt.
Set all your things in seemely good aray,
Fit for so joyfull day:
The joyfulst day that ever sunne did see.
Faire Sun! shew forth thy favourable ray,
And let thy lifull heat not fervent be,
For feare of burning her sunshyny face,
Her beauty to disgrace.
O fayrest Phoebus! father of the Muse!
If ever I did honour thee aright,
Or sing the thing that mote thy mind delight,
Doe not thy servants simple boone refuse;
But let this day, let this one day, be myne;
Let all the rest be thine.
Then I thy soverayne prayses loud wil sing,
That all the woods shal answer, and theyr eccho ring.

Harke! how the Minstrils gin to shrill aloud
Their merry Musick that resounds from far,
The pipe, the tabor, and the trembling Croud,
That well agree withouten breach or jar.
But, most of all, the Damzels doe delite
When they their tymbrels smyte,
And thereunto doe daunce and carrol sweet,
That all the sences they doe ravish quite;
The whyles the boyes run up and downe the street,
Crying aloud with strong confusèd noyce,
As if it were one voyce,
*****, iö *****, *****, they do shout;
That even to the heavens theyr shouting shrill
Doth reach, and all the firmament doth fill;
To which the people standing all about,
As in approvance, doe thereto applaud,
And loud advaunce her laud;
And evermore they *****, ***** sing,
That al the woods them answer, and theyr eccho ring.

Loe! where she comes along with portly pace,
Lyke Phoebe, from her chamber of the East,
Arysing forth to run her mighty race,
Clad all in white, that seemes a ****** best.
So well it her beseemes, that ye would weene
Some angell she had beene.
Her long loose yellow locks lyke golden wyre,
Sprinckled with perle, and perling flowres atweene,
Doe lyke a golden mantle her attyre;
And, being crownèd with a girland greene,
Seeme lyke some mayden Queene.
Her modest eyes, abashèd to behold
So many gazers as on her do stare,
Upon the lowly ground affixèd are;
Ne dare lift up her countenance too bold,
But blush to heare her prayses sung so loud,
So farre from being proud.
Nathlesse doe ye still loud her prayses sing,
That all the woods may answer, and your eccho ring.

Tell me, ye merchants daughters, did ye see
So fayre a creature in your towne before;
So sweet, so lovely, and so mild as she,
Adornd with beautyes grace and vertues store?
Her goodly eyes lyke Saphyres shining bright,
Her forehead yvory white,
Her cheekes lyke apples which the sun hath rudded,
Her lips lyke cherryes charming men to byte,
Her brest like to a bowle of creame uncrudded,
Her paps lyke lyllies budded,
Her snowie necke lyke to a marble towre;
And all her body like a pallace fayre,
Ascending up, with many a stately stayre,
To honors seat and chastities sweet bowre.
Why stand ye still ye virgins in amaze,
Upon her so to gaze,
Whiles ye forget your former lay to sing,
To which the woods did answer, and your eccho ring?

But if ye saw that which no eyes can see,
The inward beauty of her lively spright,
Garnisht with heavenly guifts of high degree,
Much more then would ye wonder at that sight,
And stand astonisht lyke to those which red
Medusaes mazeful hed.
There dwels sweet love, and constant chastity,
Unspotted fayth, and comely womanhood,
Regard of honour, and mild modesty;
There vertue raynes as Queene in royal throne,
And giveth lawes alone,
The which the base affections doe obay,
And yeeld theyr services unto her will;
Ne thought of thing uncomely ever may
Thereto approch to tempt her mind to ill.
Had ye once seene these her celestial threasures,
And unrevealèd pleasures,
Then would ye wonder, and her prayses sing,
That al the woods should answer, and your echo ring.

Open the temple gates unto my love,
Open them wide that she may enter in,
And all the postes adorne as doth behove,
And all the pillours deck with girlands trim,
For to receyve this Saynt with honour dew,
That commeth in to you.
With trembling steps, and humble reverence,
She commeth in, before th’ Almighties view;
Of her ye virgins learne obedience,
When so ye come into those holy places,
To humble your proud faces:
Bring her up to th’ high altar, that she may
The sacred ceremonies there partake,
The which do endlesse matrimony make;
And let the roring Organs loudly play
The praises of the Lord in lively notes;
The whiles, with hollow throates,
The Choristers the joyous Antheme sing,
That al the woods may answere, and their eccho ring.

Behold, whiles she before the altar stands,
Hearing the holy priest that to her speakes,
And blesseth her with his two happy hands,
How the red roses flush up in her cheekes,
And the pure snow, with goodly vermill stayne
Like crimsin dyde in grayne:
That even th’ Angels, which continually
About the sacred Altare doe remaine,
Forget their service and about her fly,
Ofte peeping in her face, that seems more fayre,
The more they on it stare.
But her sad eyes, still fastened on the ground,
Are governèd with goodly modesty,
That suffers not one looke to glaunce awry,
Which may let in a little thought unsownd.
Why blush ye, love, to give to me your hand,
The pledge of all our band!
Sing, ye sweet Angels, Alleluya sing,
That all the woods may answere, and your eccho ring.

Now al is done: bring home the bride againe;
Bring home the triumph of our victory:
Bring home with you the glory of her gaine;
With joyance bring her and with jollity.
Never had man more joyfull day then this,
Whom heaven would heape with blis,
Make feast therefore now all this live-long day;
This day for ever to me holy is.
Poure out the wine without restraint or stay,
Poure not by cups, but by the belly full,
Poure out to all that wull,
And sprinkle all the postes and wals with wine,
That they may sweat, and drunken be withall.
Crowne ye God Bacchus with a coronall,
And ***** also crowne with wreathes of vine;
And let the Graces daunce unto the rest,
For they can doo it best:
The whiles the maydens doe theyr carroll sing,
To which the woods shall answer, and theyr eccho ring.

Ring ye the bels, ye yong men of the towne,
And leave your wonted labors for this day:
This day is holy; doe ye write it downe,
That ye for ever it remember may.
This day the sunne is in his chiefest hight,
With Barnaby the bright,
From whence declining daily by degrees,
He somewhat loseth of his heat and light,
When once the Crab behind his back he sees.
But for this time it ill ordainèd was,
To chose the longest day in all the yeare,
And shortest night, when longest fitter weare:
Yet never day so long, but late would passe.
Ring ye the bels, to make it weare away,
And bonefiers make all day;
And daunce about them, and about them sing,
That all the woods may answer, and your eccho ring.

Ah! when will this long weary day have end,
And lende me leave to come unto my love?
How slowly do the houres theyr numbers spend?
How slowly does sad Time his feathers move?
Hast thee, O fayrest Planet, to thy home,
Within the Westerne fome:
Thy tyrèd steedes long since have need of rest.
Long though it be, at last I see it gloome,
And the bright evening-star with golden creast
Appeare out of the East.
Fayre childe of beauty! glorious lampe of love!
That all the host of heaven in rankes doost lead,
And guydest lovers through the nights sad dread,
How chearefully thou lookest from above,
And seemst to laugh atweene thy twinkling light,
As joying in the sight
Of these glad many, which for joy doe sing,
That all the woods them answer, and their echo ring!

Now ceasse, ye damsels, your delights fore-past;
Enough it is that all the day was youres:
Now day is doen, and night is nighing fast,
Now bring the Bryde into the brydall boures.
The night is come, now soon her disaray,
And in her bed her lay;
Lay her in lillies and in violets,
And silken courteins over her display,
And odourd sheetes, and Arras coverlets.
Behold how goodly my faire love does ly,
In proud humility!
Like unto Maia, when as Jove her took
In Tempe, lying on the flowry gras,
Twixt sleepe and wake, after she weary was,
With bathing in the Acidalian brooke.
Now it is night, ye damsels may be gon,
And leave my love alone,
And leave likewise your former lay to sing:
The woods no more shall answere, nor your echo ring.

Now welcome, night! thou night so long expected,
That long daies labour doest at last defray,
And all my cares, which cruell Love collected,
Hast sumd in one, and cancellèd for aye:
Spread thy broad wing over my love and me,
That no man may us see;
And in thy sable mantle us enwrap,
From feare of perrill and foule horror free.
Let no false treason seeke us to entrap,
Nor any dread disquiet once annoy
The safety of our joy;
But let the night be calme, and quietsome,
Without tempestuous storms or sad afray:
Lyke as when Jove with fayre Alcmena lay,
When he begot the great Tirynthian groome:
Or lyke as when he with thy selfe did lie
And begot Majesty.
And let the mayds and yong men cease to sing;
Ne let the woods them answer nor theyr eccho ring.

Let no lamenting cryes, nor dolefull teares,
Be heard all night within, nor yet without:
Ne let false whispers, breeding hidden feares,
Breake gentle sleepe with misconceivèd dout.
Let no deluding dreames, nor dreadfull sights,
Make sudden sad affrights;
Ne let house-fyres, nor lightnings helpelesse harmes,
Ne let the Pouke, nor other evill sprights,
Ne let mischivous witches with theyr charmes,
Ne let hob Goblins, names whose sence we see not,
Fray us with things that be not:
Let not the shriech Oule nor the Storke be heard,
Nor the night Raven, that still deadly yels;
Nor damnèd ghosts, cald up with mighty spels,
Nor griesly vultures, make us once affeard:
Ne let th’ unpleasant Quyre of Frogs still croking
Make us to wish theyr choking.
Let none of these theyr drery accents sing;
Ne let the woods them answer, nor theyr eccho ring.

But let stil Silence trew night-watches keepe,
That sacred Peace may in assurance rayne,
And tymely Sleep, when it is tyme to sleepe,
May poure his limbs forth on your pleasant playne;
The whiles an hundred little wingèd loves,
Like divers-fethered doves,
Shall fly and flutter round about your bed,
And in the secret darke, that none reproves,
Their prety stealthes shal worke, and snares shal spread
To filch away sweet snatches of delight,
Conceald through covert night.
Ye sonnes of Venus, play your sports at will!
For greedy pleasure, carelesse of your toyes,
Thinks more upon her paradise of joyes,
Then what ye do, albe it good or ill.
All night therefore attend your merry play,
For it will soone be day:
Now none doth hinder you, that say or sing;
Ne will the woods now answer, nor your Eccho ring.

Who is the same, which at my window peepes?
Or whose is that faire face that shines so bright?
Is it not Cinthia, she that never sleepes,
But walkes about high heaven al the night?
O! fayrest goddesse, do thou not envy
My love with me to spy:
For thou likewise didst love, though now unthought,
And for a fleece of wooll, which privily
The Latmian shepherd once unto thee brought,
His pleasures with thee wrought.
Therefore to us be favorable now;
And sith of wemens labours thou hast charge,
And generation goodly dost enlarge,
Encline thy will t’effect our wishfull vow,
And the chast wombe informe with timely seed
That may our comfort breed:
Till which we cease our hopefull hap to sing;
Ne let the woods us answere, nor our Eccho ring.

And thou, great Juno! which with awful might
The lawes of wedlock still dost patronize;
And the religion of the faith first plight
With sacred rites hast taught to solemnize;
And eeke for comfort often callèd art
Of women in their smart;
Eternally bind thou this lovely band,
And all thy blessings unto us impart.
And thou, glad

following on with my current obsession with my tomato growing experiment, ive decided to look at books, and films, and any other related tomato themes, as follows:

The Tomatoes Of Wrath-Steinbeck

A Midsummer Night's Tomato-Shakespeare

Tomato And Juliet-Ditto

Frankentomato-Shelley

Alice in Tomatoland-Carrol

Night Of The Living Tomato-zombie horror!

E.T.- Extra Tomato!

Tomatoes And Prejudice-Austen

I Heard It On The Tomato Vine-Marvin Gaye

You're So Vine- Carly Simon

Summertime (and the living is tomato)-Ella Fitzgerald

LGBT-LGB+Tomato

BY Jemia de Tomatoville 😏🍅🍅🍅🦋💕🙄

any other suggested ideas welcome, as i may bring out a book on the subject (but thankfully, probably won't!) and will, or not, call it Tomato Wrong!

Mercury drips
from cold fingertips
Into cracked teacups
arrayed on a child's play table
"Where is my Alice?"
Chuckling bends the edge of the silence
Chemical cocktails sprayed
Weaponized aerosols
designed to cloud minds
bring dark knights crashing to their knees
Short sickly man
with a blood red head of hair
Stares oh so sweetly
at his darling sweetie
******* the straight edge
concealed in his pocket
Wonderland gang strikes
devices devised for controlling minds
activated
chips in cowls, linked to size eleven hats
Denigration of children's tales
although Lewis Carrol was a ******* they say
either way there is no avoiding
the madness of the hatter.

Every thought I have is you

Even when I finally managed to stop involuntarily whispering your name,

On cold mornings

I see it on my breath

Like Carrol’s caterpillar

Askin’

Who

Are you?

That’s the problem

I already know who you are

Now I am tryin’ to forget

But I can’t

I made some promises that I need to keep

For instance

I said I would never let them bury you

And we somehow managed to find our way into burning buildings

I told you how I keep my heart in my throat to trap the air in my chest

So that I would stop gasping in your presence

I inhale smoke sometimes

And I cried

When they brought me your blackened breastplate

Heart still beating a fire

Looked like the sun

There’s a universe in you

And now it’s in me too

Gives off this light that is almost blinding

So that when I rub my eyes

The iridescent reflection of them on the back of my lids

Is the same color as yours

Same color as gasoline on pavement

Makes me wanna set this world on fire

Only way to stop seeing you everywhere

Like the ****** Mary

I saw you in my oatmeal

Heard you in a wind chime

Whisperin’ like the wind

Beggin me to consider life like a skipped heartbeat

You ****** me when you left

Forgot me like a puzzle

Soda stained on a coffee table

I got black holes in my universe

And now every thought I have is you

You are in every word I speak

In every sound I hear

Even my breath

spells your name

A for Anne Sexton, again and again!
The love and the anger had come back again!
B for Bob Dylan, ballad of a thin man!
Walk into a room with a pencil in your hand!
C for Charles Baudelaire, am not shore on his French!
D for Dylan Thomas, that child's Christmas made sense!
E for Edgar Allan Poe Annabel Lee!
It was a many a many a year ago, in a kingdom by the sea!
F for Francisco de Quevedo, the Spanish I couldn't understand!
G for George Eliot, her proper names Mary Anne!
H for homer the Iliad book 13!
Wolfs in the Forrest, and the battle could be seen!
I for Isabella Velancy Crawford, A Harvest song!
Her poetry was so lovely, and nothing spelt wrong!
J for Jim Morrison, My bestest poet of all!
Is music is "king" his rock stood so tall!
K for Kahlil Gibran, I awaken I stare at the sun!
An artist, a poet, a writer, but sadly all his works been done!
L for Lewis Carrol, the hunting of the snark!
M for Matsuo Basho, the true master of his heart!
N for Nizar Qabbani, a poet that was so sweet!
A diplomat a publisher, I hope you R.I.P.
O for Oscar Wilde, in the good room - A Harmony!
Ivory hands, on the Ivory keys!
Strayed in a fitful fantasy!
P for Pablo Picasso, the morning of the world!
A painter, a sculptor, a print maker, a ceramicist not known to us all!
Q for Quincy Troupe, skulls along the river!
What a greater poet, and what a greater performer!
R for Robert Frost, nothing gold can stay!
1864 - 1963!
S for Sylvia Plath, she wrote love is a parallax!
She also got found with her head in the oven, the poor soul died of inhaling gas R.I.P
T for Ted Hughes, a poet and children's writer!
U for all you poets!
Your futures looking brighter!
V for Victor Hugo, the grave and the Rose!
He wrote about the Dews of dawn!
And always mentioned his Rose!
W for William Shakespeare, a poet that he was!
He'll be up there somewhere special!
Playing and writing for the Gods!
X for --xtra space, I couldn't leave it blank!
Y for Yoda Buson!
And Z will have to stay blank-----------