The Lottery Rose

Irene Hunt was born in 1907 and was raised in Illinois. Her background in literature and psychology and her experience as a teacher and psychologist significantly impacted her writing style and the weighty issues she tackled in her novels. The Lottery Rose, published in 1976, is recognized for its moving examination of abuse, resilience, and the power of human connection. As a teacher and psychologist, Hunt was aware of the effects of abuse on children and the complexity of the human brain. This is mirrored in the novel’s compassionate and complex portrayal of Georgie Burgess, a victim of abuse who is removed from his mother, his fate at the mercy of the state to find him a new home. In the book, Georgie’s teachers miss the signs of his neglect and abuse, and it’s not until Steve nearly kills him that his case gets the attention of authorities. The court places Georgie in a temporary foster home before moving him to a group home. Without Mrs. Harper’s private donation, however, Georgie would have been displaced with nowhere to call home. Hunt’s novel exposes the difficulties in identifying vulnerable children in need of help and finding appropriate, permanent housing for them when their home is deemed unsafe (“Irene Hunt.” Penguin Random House, Jan. 2003).

The 1970s were a period of social and cultural transformation in America, with a growing awareness of concerns such as child abuse and the value of mental health. Hunt’s story acknowledges these societal shifts, addressing the themes in a sensitive and thought-provoking manner. Though child welfare laws existed before the 20th century, children were considered property and were rarely removed from a home for any reason. In 1874, Mary Ellen Wilson became the first child removed from her home by the New York Society for the Prevention of Cruelty to Children (NYSPCC). Due to increased interest from social reformers and religious organizations, as well as more children receiving medical care and evidence of abuse being discovered by doctors, the government began taking a more active role in ensuring children’s welfare inside the home. The Children’s Bureau, founded in 1912 as part of the United States Department of Labor, was one of the earliest government departments dedicated to child welfare. The bureau performed research, provided education, and pushed for policies to improve children’s lives. The United Nations Declaration of the Rights of the Child, established in 1959, emphasized the protection of children from neglect, exploitation, and abuse. In the United States, the Social Security Act of 1935 was revised in 1962 to provide federal funds for child welfare services.

In the 1970s and 1980s, Child Protective Services, or CPS, expanded and became more professionalized. The Child Abuse Prevention and Treatment Act (CAPTA) was passed in 1974 and provides government funds for the prevention, diagnosis, and treatment of child abuse and neglect. This act was a significant step in forming CPS as a codified system for protecting children. The 1980s saw CPS beginning to investigate and remove children from homes due to abuse. The primary purpose of CPS is to protect children from maltreatment, preserve family integrity, and locate permanent homes for children who are unable to stay with their families. However, CPS is not without criticism; before 1978, up to 35% of children reported to CPS were Native American or Black. Additionally, with the backlog of reports coupled with a shortage of foster care placements, CPS often struggles in most states to provide fast and appropriate care for at-risk kids (Meyers, John E. B. “A Short History of Child Protection in America.” The Child Protection System in America).