Chief Peguis Junior High is a junior high school that is part of River East Transcona School Division in Winnipeg, Manitoba. It was named for the First Nations leader who was born near the Great Lakes around 1774 and was taken in by an elderly lady who found him abandoned as a baby on a pile of woodchips. The lady named him Peeh-qua-is or "Little Chip." Later, when he got older, he changed his name to Peguis or "Woodchip."
Between 1790 and 1795, Chief Peguis led a group of Ojibwa (also known as Saulteaux) westward from the Sault Ste. Marie region to the Netley Creek area south of Lake Winnipeg. When the first group of Kildonan Settlers arrived at the Red River Colony in 1812, they were given a friendly greeting by Chief Peguis and his people. Good relations between the two groups continued in the years following. The cooperation and assistance of the Ojibwa helped the colony survive its difficult early years.
The support Chief Peguis gave to the community was formally recognized by Lord Selkirk in a letter dated July 17, 1817. Here Chief Peguis was described as a "steady friend of the settlement" who had always supported the colonists in times of distress.
Chief Peguis Junior High is in the Division of River East Transcona School Division. The Current Principal is Barbara Bowles.
Famous quotes containing the words chief, junior and/or high:
“The will is one of the chief factors in belief, not that it creates belief, but because things are true or false according to the aspect in which we look at them. The will, which prefers one aspect to another, turns away the mind from considering the qualities of all that it does not like to see; and thus the mind, moving in accord with the will, stops to consider the aspect which it likes and so judges by what it sees.”
—Blaise Pascal (1623–1662)
“Never burn bridges. Today’s junior prick, tomorrow’s senior partner.”
—Kevin Wade, U.S. screenwriter, and Mike Nichols. Katharine Parker (Sigourney Weaver)
“Parents do not give up their children to strangers lightly. They wait in uncertain anticipation for an expression of awareness and interest in their children that is as genuine as their own. They are subject to ambivalent feelings of trust and competitiveness toward a teacher their child loves and to feelings of resentment and anger when their child suffers at her hands. They place high hopes in their children and struggle with themselves to cope with their children’s failures.”
—Dorothy H. Cohen (20th century)