殖民者来到以后，印第安部落最重要的事情不是种地而是打猎，只要打猎有了珍贵的皮毛，就可以拿去和商队换火木仓，只有换到足够的火木仓和弹药，才有能力保护住自己的土地，否则连土地都没了，连人都被火木仓崩了，还种个什么地呢

那是，纠纷发展到兵戎相见，最后只能由先进武器决定胜负。

只要“为虎作伥”，顽抗到底，最后被“赶尽杀绝”，那也是咎由自取。

第一，不管什么时候发现的，只要你继续使用，就有优先的支配权和使用权，任何人不能侵犯。即便你闲置着，别人也要支付你付出于其上的劳动才能获得支配和使用权，而绝不能从你的手里抢走，更不能把你杀死而占有你的土地。否则就是强盗。

第二，是不是发现与目的无关，难道只有为了寻找黄金的发现才是发现吗？难道只有为了抢夺异教徒土地的发现才是发现吗？何况西方殖民者抢夺的是印第安人已经在上面生活、劳动的土地，包括大量的印第安人建立的村庄、城市、农耕的田地，凭什么说这不是有主的土地？按照你的逻辑，勘探队发现了矿藏，只要还未采掘，任何人都可以来抢夺，对不对？按照你的逻辑，你只要没有在你家里进行开垦或采掘，那么你家的地就是无主之地，别人就可以来占有，对不对？你这个强盗！

挖出来的矿石是你的，矿床不是你的，谁挖就是谁的。
如果你不想挖了，而是要去干别的，那么接下来换了另一个人挖，挖出来的矿石跟你就没关系了。
当然，如果你遗留了其他挖矿设施，那么这些设施可以作价转让。

你还知道南极种不了庄稼呀，那你知道印第安人的不少领地也不适合种庄稼吗？你知道白人赶走印第安人之后，也是当了牛仔吗？

你主张资源“公有”，那么你应该劝中国把资源退归全球人，以实现你的“公有”主张才对呀，你怎么还挑拨谁谁谁去为中国什么“开辟”和抢占疆土资源，你这不是表里不一，口是心非了吗？
--------------
开疆辟土，不是我的主张。我也不会劝除了你之外的其他人开疆辟土。
但我让你通过耕种开疆辟土，是因为那是你的主张，你自己的主张，你首先得愿意执行把？我不同意你的观点，但我可以说：“你说这样开疆辟土是地球法则，那你去开一个给大家看看啊”。
这就好比，你说屎好吃，我不同意这一点，但我却可以说“你说屎好吃，那你就去吃啊”，你不吃，那就说明你撒谎了。现在看来，你真的不肯吃，那你以后就不要到处宣扬“屎好吃”了。
别人没说屎好吃，我当然不会劝他们吃屎。

我承认大家都比拳头，也不等于说比拳头就一定是强盗啊。
把比拳头和强盗划等号的是你，你不要嫁祸给我。

你什么都不管，所以才在胡言乱语，此外还说明什么？其余的东西，都是你“不管”的产物，不值一驳。

那你也别假惺惺的在搞什么“劝开辟”了，违背自己主张的事不知有多难过，死多少细胞啊。

你还是先打住，别一而再再而三的在混淆概念，耕种可不是开垦，如果这么简单的概念你都区别不了，该回家去连续吃屎三天，闭门思过。如果屎的味道不错，到时先给大家谈谈这个体会也行。

你可不是仅仅承认大家都比拳头，而称这是大家唯一解决问题的方式，为此你还庆幸你祖上拳头大把人家打输了，是不是呀？在地球上，比拳头解决问题就属于强盗方式，划等号是必然的，强盗这一角色名副其实，哪来什么“嫁祸”？你一个脓包既然敢放言，又不敢认，你这个强盗后裔比你祖上可谓是一代不如一代啊。

你才是胡说八道呢！你说的话哪有事实根据？你拿的出来吗？
我再给你看一个证据，你敢反驳吗？你反驳得了吗？



上面是美国历史学家艾伦·布林克利《美国史》中的插图。

这幅插图清楚地描绘了当时北美印第安人的分布与生存基础。其中大部分地区都有印第安人的分布，而南部大片的绿色地带都是印第安人进行农耕的区域，从而证明你的“印第安人极力反对农耕”就是你编造的谎言，证明你的“美洲土地都是无主的”也是你对历史的歪曲，证明你的“印第安人跟动物没多大区别”就是在颠倒黑白。

  垦荒是开辟新的耕地，问题是印第安人已经吃得很好了，为什么要费力去种植更多的地？他们部落没有那么多的人口和劳动力，拿什么去开垦和种植？当然殖民者有劳动力，他们掠夺黑奴将其奴役致死。

很多耕种部落明显已经粮食实现了自给自足，还可以拿去和渔猎部落交换肉类食物，说明他们的农业耕种技术是很发达的，而且还被农业部赞扬为是环保生态农业，懂得如何享受大自然的馈赠又保持了自然生态环境的平衡。

美洲大陆自然资源的富庶是一度超乎想象的富足，印第安人享有的食物资源在今天看来也是很好的，很多食物现代人都已经吃不到，或者很贵的。 野生三文鱼、枫糖、香草（这个蛮贵的），牛油果、巧克力、牛肉干、鹿肉、水牛肉、狼肉、各种野生小动物的肉，火鸡

三文鱼

左边挂的应该是两头狼皮吧，就是这漂亮的皮毛



COPY:
Native American Food Fact 1: Protein food such as meat and fish were obtained by the men of the tribes by hunting, trapping and fishing. It was the responsibility of the women to prepare and cook the foods



Native American Food Fact 2: The women and also the children were generally responsible for collecting the nuts, berries, roots, wild vegetables, tubers, greens, fruits and seeds that contributed to the diets of the tribes

Native American Food Fact 3: Many foods were introduced to the early colonists and settlers and continue to make a significant contribution  to the food eaten today. These foods include Avocado, Beans, Chocolate (Cacao), Corn, Cranberries, Jerky, Maple sugar and syrup, Melons, Peanuts, Pemmican, Peppers, Pineapples, Popcorn, Potatoes (white and sweet), Pumpkins, Squash, Sunflower seeds, Tapioca (Manioc), Tomatoes, Turkeys, Vanilla and Wild rice

Native American Food Fact 4:  Great Plains tribes such as the Sioux and the Cheyenne hunted animals such as buffalo, bear, deer, elk, and wild turkey. These were supplemented with wild vegetables and roots such as spinach, prairie turnips and potatoes and often flavored with wild herbs

Native American Food Fact 5: When foods was scarce the tribes of the Great Plains ate dried buffalo meat, called pemmican.

Native American Food Fact 6: The staple food of the tribes of the Great Basin, such as the Bannock and the Paiute,  were the nutritious seeds of Indian rice grass. The tribes also fished and hunted, especially for migratory ducks

Native American Food Fact 7: Many Californian tribes such as the Chumash and the Maidu included a staple diet of acorns. The acorns were roasted, eaten whole or ground into acorn meal which was used to make bread. Coastal and river tribes ate a variety of fish and shellfish including salmon, eels, trout, clams and crabs.

Native American Food Fact 8: The Northwest Pacific Coast Indian Tribes, including the Chinook and the Tlingit, ate large amounts of fish, especially salmon that was supplemented by wapato (Indian Potato) greens, berries and seeds The tribes also pressed the rich oil from the eulachon (candlefish) to use as a dip for their food

Native American Food Fact 9: The Plateau Indian Indian Tribes, including the Modoc, ate fish, small game and waterfowl. The seeds of the water lily, called 'wocas', were ground into flour in mortars and made into bread



Native American Food Fact 10: The tribes who inhabited the Northeast Woodlands, such as the Abenaki and the Mohawks,  raised the  "three sisters" crops of corn, beans and squash together with sunflowers, the seeds of which were crushed for their oil. Their food was prepared in different ways and included soups, stews and cornbread

Native American Indian Food Fact Sheet for kids

Native American Food Fact 11: The Southeast Indian Tribes including the Cherokee prepared staple foods of corn, squash and beans supplemented with wild onions, rice, greens mushrooms, berries and nuts. The Seminoles of Florida hunted wild turkeys, rabbits, deer (venison), fish, turtles, and alligators

Native American Food Fact 12: The Artic Indian Tribes like the Aleut and the Inuit, ate fish products and shellfish that were supplemented by the meat obtained from sea animals such as the whale, seal, sea lions and walrus

Native American Food Fact 13: The Southwest Indian Indian Tribes, like the Hopi and the Pueblo, produced crops of corn, beans, sunflower seeds, squash, and melons and raised goats and sheep

Native American Food Fact 14: Southwest tribes traded salt that came from eastern New Mexico and from the salt lakes near Laguna and Zuni

Native American Food Fact 15: Wild Vegetables included Onions, Mushrooms, Potatoes, Carrots, Celery, Spinach, Garlic, Turnips and different types of Salad Greens

Native American Food Fact 16: Grains and Nuts included Acorns, Wild Rice, Sunflower Seeds, Piñon Nuts, Pecans, Mesquite Beans, Amaranth and Quinoa

Native American Food Fact 17: Fruits and Berries included Wild Strawberries, Blackberries, Huckleberries, Blueberries, Raspberries, Chokecherry, Wild Cherries, Grapes, Melons, Pumpkins, Saguaro Cactus Fruits, Banana Yucca Fruits and Avocados



Native American Food Fact 18: Domesticated Crops included Corn, Beans, Squash, Peppers, Tomatoes, Potatoes and Cassava

Native American Food Fact 19: Baking was done in holes in the ground, and water was boiled by throwing heated stones into it

Native American Food Fact 20: With the use of grinding stones, seeds, nuts, and corn were ground into flour to make bread

美国的联邦制，类似联合国的体制，就是借鉴了印第安部落的联合酋长国之类的政权体制，在那个基础上逐渐形成的。联邦制的政权体制是西方人和土著学来的，所以完全不同于宗主国的君主制。

所以今天的北美全是联邦制，其他大陆（在移民时代之前）全部是集权制

所以说，土著部落是有政权的，有政权自然就有土地所有权。

旧时代的政治正确是污蔑印第安是蛮族，剥夺他们的土地，否认他们的文化，不仅实施种族灭绝，而且实施长期的语言、文化灭绝政策

新时代的政治正确是承认印第安是原有土地的所有者，在一些重大活动或者官方聚会的场所，开场白就是表示感谢最初土地所有者印第安部落的馈赠和分享，所以今天所以人可以站在这片土地上。

这张图能说明什么？不就说明北美印第安人什么地方适宜干什么，此外还有什么？

这能改变印第安人整体靠游猎为生的事实吗？

加拿大1907年官方公布的报告已经证实了有关印第安人主要是游牧部落的说法是普遍的误解，事实是印第安人普遍定居。 你没有仔细看那个报告么？

那个报告并没有局限于加拿大，而是涵盖了整个北美地区范围的调查，诸多学者经过长期调查证实的结果，而且有诸多文献资料支持。

  加拿大官方另外还公布了一个600多页的报告，专门针对境内各土著部落的普查结果。
我COPY的那份报告是另一份针对所有墨西哥以北地区的土著部落的调查报告。

但1907年官方公布的这种承认历史事实的ZF报告完全没有阻止白人政权对土著部落的欺凌和文化灭绝政策，之后近百年中，加拿大ZF继续对土著实施了严重侵犯人权的文化灭绝国策，以法律的形式对土著儿童进行了文化清洗教育，直到1990年以后才彻底停止，然后就是法律诉讼，道歉、巨额赔偿。

What is a residential school?
In the 19th century, the Canadian government believed it was responsible for educating and caring for aboriginal people in Canada. It thought their best chance for success was to learn English and adopt Christianity and Canadian customs. Ideally, they would pass their adopted lifestyle on to their children, and native traditions would diminish, or be completely abolished in a few generations.

The Canadian government developed a policy called "aggressive assimilation" to be taught at church-run, government-funded industrial schools, later called residential schools. The government felt children were easier to mold than adults, and the concept of a boarding school was the best way to prepare them for life in mainstream society.

Residential schools were federally run, under the Department of Indian Affairs. Attendance was mandatory for children in the many communities that didn't have day schools. Agents were employed by the government to ensure all native children attended school.

How many residential schools and students were there?

CBC Digital Archives material on residential schools:

A lost heritage: Canada's residential schools (1955 - 2002)
Remembering the bad old days in the residential school (1972)
Native leader charges church with abuse (1990)
A long-awaited apology (2008)
Initially, about 1,100 students attended 69 schools across the country. In 1931, at the peak of the residential school system, there were about 80 schools operating in Canada. There were a total of about 130 schools in every territory and province except Newfoundland, Prince Edward Island and New Brunswick from the earliest in the 19th century to the last, which closed in 1996.

In all, about 150,000 First Nation, Inuit and Métis children were removed from their communities and forced to attend the schools.

What went wrong?

Residential schools were established with the assumption that aboriginal culture was unable to adapt to a rapidly modernizing society. It was believed that native children could be successful if they assimilated into mainstream Canadian society by adopting Christianity and speaking English or French. Students were discouraged from speaking their first language or practising native traditions. If they were caught, they would experience severe punishment.

Throughout the years, students lived in substandard conditions and endured physical and emotional abuse. There have also been convictions of sexual abuse. Students at residential schools rarely had opportunities to see examples of normal family life. Most were in school 10 months a year, away from their parents; some stayed all year round. All correspondence from the children was written in English, which many parents couldn't read. Brothers and sisters at the same school rarely saw each other, as all activities were segregated by gender.

According to documents obtained by the CBC, some schools carried out nutritional experiments on malnourished students in the 1940s and '50s with the federal government's knowledge.

When students returned to the reserve, they often found they didn't belong. They didn't have the skills to help their parents, and became ashamed of their native heritage. The skills taught at the schools were generally substandard; many found it hard to function in an urban setting. The aims of assimilation meant devastation for those who were subjected to years of abuse.

When did the calls for victim compensation begin?

In 1990, Phil Fontaine, then-leader of the Association of Manitoba Chiefs, called for the churches involved to acknowledge the physical, emotional, and sexual abuse endured by students at the schools. A year later, the government convened a Royal Commission on Aboriginal Peoples. Many people told the commission about their residential school experiences, and the commission's 1996 report recommended a separate public inquiry into residential schools. That recommendation was never followed.

Over the years, the government worked with the Anglican, Catholic, United and Presbyterian churches, which ran residential schools, to design a plan to compensate the former students.

In 2007, two years after it was first announced, the federal government formalized a $1.9-billion compensation package for those who were forced to attend residential schools.

Under the federal compensation package, what have former students received?

Compensation called Common Experience Payments was made available to residential schools students who were alive as of May 30, 2005. Former residential school students are eligible for $10,000 for the first year or part of a year they attended school, plus $3,000 for each subsequent year.

Residential school survivor
Residential school survivor Chief William Walker listens to speakers during a Truth and Reconciliation Commission event in Vancouver in September 2013. (Darryl Dyck/Canadian Press)

Any money remaining from the $1.9-billion package will be given to foundations that support learning needs of aboriginal students.

As of Sept. 30, 2013, $1.6 billion had been paid, representing 105,548 cases.

Acceptance of the Common Experience Payment releases the government and churches from all further liability relating to the residential school experience, except in cases of sexual abuse and serious incidents of physical abuse.

What has happened in cases of alleged sexual or serious physical abuse?

An Independent Assessment Process, or IAP, was set up to address sexual abuse cases and serious incidents of physical abuse. A former student who accepts the Common Experience Payment can pursue a further claim for sexual or serious physical abuse.

Is there more to the package than compensating the victims?

The government funded a Commemoration initiative, which consisted of events, projects and memorials on a national and community level.

The Aboriginal Healing Foundation was established in 1998 with a $350-million grant from Indian and Northern Affairs Canada to help former students who were physically or sexually abused, but federal funding ended in 2010.

The settlement also promised a Truth and Reconciliation Commission to examine the legacy of the residential schools.

Prime Minister Stephen Harper delivered an official apology to residential school students in Parliament on June 11, 2008.

Who else has apologized for the abuse?

Many churches implicated in the abuse apologized in the 1990s. Archbishop Michael Peers offered an apology on behalf of the Anglican Church of Canada in 1993, stating "I am sorry, more than I can say, that we were part of a system which took you and your children from home and family."

Four leaders of the Presbyterian Church signed a statement of apology in 1994. "It is with deep humility and in great sorrow that we come before God and our aboriginal brothers and sisters with our confession," it said.

The United Church of Canada formally apologized to Canada's First Nations people in 1986, and offered its second apology in 1998 for the abuse that happened at residential schools.

"To those individuals who were physically, sexually, and mentally abused as students of the Indian Residential Schools in which the United Church of Canada was involved, I offer you our most sincere apology," the statement by the church's General Council Executive said.

Though the Catholic church oversaw three-quarters of Canadian residential schools, it was the last church to have one of its leaders officially address the abuse.

'I am sorry, more than I can say, that we were part of a system which took you and your children from home and family.'
—Archbishop Michael Peers, Anglican Church of Canada
On April 29, 2009, Pope Benedict XVI expressed his "sorrow" to a delegation from Canada's Assembly of First Nations for the abuse and "deplorable" treatment that aboriginal students suffered at Roman Catholic Church-run residential schools.

At the time, then Assembly of First Nations Leader Phil Fontaine said it wasn't an "official apology," but added that he hoped the statement would "close the book" on the issue of apologies for residential school survivors.

What is the mandate of the Truth and Reconciliation Commission?

Established on June 1, 2008, the goals of the TRC include documenting and promoting the extent and impact of residential school experiences; providing a safe setting for former students to share their stories; and producing a report to the federal government on the legacy of the residential school system.

The commission has held events in several Canadian cities to publicly address the experiences of First Nations, Metis, and Inuit children in residential schools across the country.

One of the accomplishments of the TRC was gaining access to more of the 3.5 million documents held by the federal government related to residential schools. First Nations leaders and activists say these files could build a stronger case for genocide in Canada.

The TRC's mandate was supposed to end in 2014, but in November 2013, Bernard Valcourt, the minister of Aboriginal Affairs and Northern Development, announced that the TRC would be given until June 30, 2015, to complete its mandate.

土著儿童强迫寄宿政策对一代土著人的影响是在灾难性的，毁了一代人。很多人在成年以后继续遭受着严重心理疾病、精神疾病的折磨，不能有正常的家庭生活，酗酒、暴力、吸毒等等，很多土著儿童因为童年遭受长期虐待，一辈子生活在社会性的种族歧视阴影之下，导致无法自拔的自暴自弃，然后又把这种痛苦命运传递到了下一代。

有一个20出头、曾行为良好遵纪守法的土著少年，在距离保留地1-2小时车程的地方，某天因酗酒飙车将另一个20岁出头的白人青年撞成重伤，白人青年的女友、亲人遇难。前10分钟他在高速上逆行，险些造成另一起严重事故，幸而对方躲得比较快。法庭发现这个青年是曾经被ZF解救过的严重家庭暴力的受害者，他的父亲和继父都是寄宿学校的受害幸存者，因遭受虐待有患有终身性的严重心理、精神疾病和酗酒（已经被证实是一种成瘾性精神疾病），结果是这个青年基本是免于刑事惩罚，被判在保留地某个类似休养院的地方居住4年，尽量提供好的条件，帮助他恢复正常的心理状态和生活能力。判决结果让这个白人青年非常愤怒，他失去了最爱的人和亲人，年纪轻轻失去劳动能力，患上严重精神创伤后遗症PTSD，觉得被法律虐了。

这张图证明了什么你看不出吗？
第一，大片以农产品为生存基础的区域证明了你的“印第安人极力反对农耕”就是你编造的谎言。
第二，基本生存基础的广泛分布证明了你的“美洲土地都是无主土地”就是你对历史的歪曲。
第三，以上还证明了你的“印第安人跟动物没多大区别”就是你在颠倒黑白。

哈哈，到底谁违背自己的主张呢？
我还就是假惺惺地让你去执行你自己的主张，因为“假惺惺”，所以并未违背自己的主张；
可是你呢，你自己炮制出了“地球法则”，结果自己第一个不去执行！

耕种不是开垦，所以我没有让你去别人耕种过的地方去呀，西伯利亚，阿拉斯加，热带雨林，南极，那些地方都还没开垦呢，你去吧。

你可不是仅仅承认大家都比拳头，而称这是大家唯一解决问题的方式
------------
我可没说这是唯一方式，你又栽赃了。
我只说这是现实中的，国家和民族间争夺生存资源的方式。
首先国家民族内部一般不会采用这个方式了，而是会形成一种管理制度，成天打打杀杀谁也过不好日子；其次国家之间将来也会找到和平解决问题的方法。

在地球上，比拳头解决问题就属于强盗方式，划等号是必然的
-------------
这是你的看法，不是我的观点。
我认为，比拳头也有主动挑衅和自卫两种，岂能一概而论！
我一上来就揍你，抢你钱包，你还手不？还手你就是强盗！哈哈，这个道理也能讲得通吗？

你是不是又要代替地球发言了？你的第一个地球法则，连你自己都不敢去实践，你还准备抛出第二个法则吗？

不看不知，一看那些“指控”还真有点搞笑。

首先那些寄宿学校只是针对那些没有day school社区的印第安人学龄儿童，初期人数约1100，分布全国的69所学校，高峰期在开办的是80所，整个世纪从头到尾总共就130所，各少数族加起来也就15万人左右。加ZF初衷一直是想把这些无全日制学校可上的失学儿童采取封闭式的方法把他们培养成successful if they assimilated into mainstream Canadian society by adopting Christianity and speaking English or French，没想到还真是“好心办坏事”，看看什么指控：

“lost heritage”，把传统搞没了；“remembering the bad old days”，想起痛苦的往日；酋长“charges with abuse”，虐待学童；“long-aweited apology”，道歉晚了。还有什么“一年10个月的不见父母，没机会过正常家庭生活，用英文写信父母看不懂，兄弟姐妹同校也难道见面，活动都是按性别分开（估计就所谓的xexual abuse了）”等等云云。

这就是你所谓“欺凌和文化灭绝”。要一个相对落后的民族能够快速适应和步入现代文明，那些对加ZF的所谓“指控”算什么东西啊？加ZF还为此道歉赔偿，如此对自己高标准严要求，这样的ZF在你现在脚下这块地盘上哪找啊？

那是你的说辞，与事实无关。

1. 法律强迫5-15岁的孩子入学，如果拒绝父母会被抓进监狱，而且故意选在距离家至少几百公里的地方，拒绝父母探望。
2. 15万人在学校里面已经死了6000多，不包括在里面被折磨得奄奄一息之后回家去苟延残喘的。赔款只是给幸存者。
3. 教堂学校里面很多性***折磨强奸猥亵儿童，体罚最常见，完全没有有效监管。食物是猪食，每天强迫劳动做童工，居住条件极差，挨打挨饿，教育条件也极差，根本学不到什么有价值的知识，最多是强迫学会说英语。后来有很多性虐起诉。有些儿童不堪折磨千方百计逃出去，却因为离家太远根本不知道方向，活活冻死饿死在路上。这些儿童会像罪犯一样被抓捕回学校面临更严厉的惩罚体罚和虐待。
4. 儿童完全被割断了和家庭的联系，没有父母，很多儿童一年到头都住在教堂学校里。
5.  无法通信因为父母是说土著语言的，包括很多混血土著也不说英语。
6.  结果是土著语言已经濒临失传。

除了土著之外，世界上几乎没有任何一个国家敢把儿童从父母身边以法律的形式强行夺走，每个家庭都承受了巨大的痛苦

臭不要脸的东西，铁一样的事实摆在你面前你都要否认，看来你是要坚决把不要脸进行到底了。

把你那些说辞发一个原文链接上来。

看看你上面的说辞。这就奇怪了，印第安人与外来移民之间，你祖上和跟你祖上比试拳头的那些人之间，有哪个不是弱肉强食的动物呢？弱肉强食的动物在行为上跟强盗还有什么区别？如果挑衅者是强盗，自卫者就不是强盗，就因此变成正人君子了？别自顾傻笑，给大家说你的那个“道理”。（强盗之间不知还存不存在什么“理”？姑且认为吧。）

看看你上面的说辞。这就奇怪了，印第安人与外来移民之间，你祖上和跟你祖上比试拳头的那些人之间，有哪个不是弱肉强食的动物呢？弱肉强食的动物在行为上跟动物还有什么区别？
--------------
弱肉强食的动物，也分为“弱肉”和“强食”啊，也不都是强盗啊。

如果挑衅者是强盗，自卫者就不是强盗，就因此变成正人君子了？
--------------
我不知道自卫者是不是正人君子，
但是，显然，他不是强盗，
至少，他不会因为他的自卫行为而成为强盗。

可以肯定，印第安人和移民，以及你祖上那些打打杀杀的人，没有一个是处于动物食物链最低端的那个。为此，“弱肉”也好，“强食”也罢，处于相对食物链低端的又有哪个不是强盗呢？当然，你一个脓包跟那个叫什么“wc”的一样，分不清什么是事物的质和量，用量的问题来混淆质的问题。