on cultural capital and its influence on education: "Following Bourdieu, I measure high school students' cultural capital using self-reports of involvement in art, music, and literature." Retired teacher John Taylor Gatto, in his article "Against School" (2003), addresses education in modern schooling. The relation of cultural capital can be linked to Alexander Inglis' Principles of Secondary Education (1918), which indicates how American schooling is similar to Prussian schooling in the 1820s. The objective was to divide children into sections, by distributing them by subject, by age, and by test score. Inglis introduces six basic functions for modern schooling; the third, fourth, and fifth basic functions listed by Inglis are related to cultural capital, and describe the manner in which schooling enforces the cultural capital of each child, from a young age: Diagnosis and direction (function #3):↵School is meant to determine the proper social role of each student, by logging mathematic and anecdotal evidence into cumulative records. Differentiation (function #4): Once the social role of a student is determined, the children are sorted by role and trained only as merited for his or her social destination. Selection (function #5): This refers to Darwin's theory of natural selection applied to "the favoured races". The idea is to help American society by consciously attempting to improve the breeding stock. Schools are meant to tag the socially unfit with poor grades, remedial-schooling placement, and other notable social punishments that their peers will then view and accept them as intellectually inferior, and effectively bar them from the reproductive (sexual, economic, and cultural) sweepstakes of life. That was the purpose of petty humiliation in school: "It was the dirt down the drain." The three functions are directly related to cultural capital, because through schooling children are discriminated by social class and cognitively placed into the destination that will make them fit to sustain that social role. That is the path leading to their determined social class; and, during the fifth function, they will be socially undesirable to the privileged children, and so kept in a low social stratum. Stanton-Salazar & Dornbusch (1995) examine how those people with the desired types of cultural (and linguistic) capital in a school transform this capital into "instrumental relations" or social capital with institutional agents who can transmit valuable resources to the person, furthering their success in the school. They state that this is simply an elaboration of Bourdieu's theory. Similarly,