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During the Second World War, Howard Hillen Kerr, the director of the Training and Re-Establishment Institute, along with other members of the Toronto Board of Education, saw a need for specialized institutes to provide educational and vocational training for specific jobs for returning veterans.
After a trip to the Massachusetts Institute of Technology (MIT) in 1943, Kerr envisioned a similar institute in Canada spanning “the gap” between secondary education and universities. Kerr’s effort led to the Vocational Education Act and the creation of vocational schools and technological institutes in Ontario.
Although several institutes had been planned during the war, their establishment was delayed by the advent of the Cold War and the potential need to remobilize. However, with the prospect of another war diminished greatly by 1948, the decision was made to open the Ryerson Institute of Technology, with class calendars hastily issued in August 1948.
The school was named after Egerton Ryerson, who established the Toronto Normal School in 1847 on the future site of the Ryerson Institute of Technology. He also helped develop education in Canada West as the region’s chief superintendent of education, creating a model for publicly funding the training of teachers and working on Canada West’s Education Act, 1846.
The site of the normal school eventually developed into several buildings used by the province’s Department of Education and what became the Ontario Agricultural College, Royal Ontario Museum, OCAD University, and Ontario Institute for Studies in Education. Later, the grounds were used by the Royal Canadian Air Force as a training centre during the Second World War.
The Ryerson Institute of Technology was officially opened on September 16, 1948, with approximately 250 students enrolled. Kerr served as the institution’s first principal until 1966, when he became the head of the Council of Regents for Colleges of Applied Arts and Technology.
The initial aim for the institute to serve as a career training and vocational school was reflected by its early enrolment, with the majority of its early students being enrolled in continuing education part-time night school programs, as opposed to a full-year academic stream. Initially the institute only offered two-year career training and vocational programs; its program catalogue was later expanded to include three-year diplomas by the early 1950s. Kerr mandated that English, physical education, and history be mandated in the school’s curriculum in 1952.
