Davin's specific recommendation for western Canada was quite straightforward. Because of the Indians' potential and the critical mediatory role that the Métis occupied, education for the children of both groups should be provided in some form of residential establishment. Existing mission schools, including boarding establishments, should be used wherever they existed, and up to four 'industrial boarding schools' should be added to their number in the prairie region. These new establishments should be denominational in character for two reasons. First, it would be irresponsible to deprive Indians of 'their simple Indian mythology' by a process of 'civilization,' without putting something positive and uplifting in its place. Second, reliance on churches would make it less difficult to find teachers with the essential combination of learning and virtue, and, moreover, to secure their services at a rate of remuneration less than the teachers' qualifications, pedagogical and moral, would otherwise command. 'It must be obvious that to teach semi-civilized children is a more difficult task than to teach children with inherited aptitudes, whose training is, moreover, carried on at home. Missionary instructors were essential. The advantage of calling in the aid of religion is that there is a chance of getting an enthusiastic person, with, therefore a motive power beyond anything pecuniary remuneration could supply. The work requires not only the energy but also the patience of an enthusiast.'

    Prime Minister John A. Macdonald certainly believed that clerical operation of Indian schools was a good idea. Only a couple of months before his government embarked on its ambitious new program in 1883, he told the House of Commons that 'secular education is a good thing among white men but among Indians the first object is to make them better men, and, if possible, good Christian men by applying proper moral restrains, and appealing to the instinct for worship that is found in all nations, whether civilized or uncivilized.' And Ottawa favored residential schools that ensured the Native child would 'be dissociated from the prejudicial influence by which he is surrounded on the reserve of his band.'