[User]
Which numbered sense of "well" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: I myself took such courses in college, thinking I might end up a schoolteacher. They could all fairly be described as "pap "courses. But it is unfair to dump on teachers, as distinct from the educational establishment. I know many schoolteachers and, on the whole, they are seriously committed to conscientious teaching. They may not be among the "best and brightest "of their generation -- there are very few such people, by definition. But they need not be to do their jobs <t>well</t>. Yes, we all can remember one or two truly inspiring teachers from our school days.

Senses:
1. definition=(often used as a combining form) in a good or proper or satisfactory manner or to a high standard (`good' is a nonstandard dialectal variant for `well') | synonyms=good | examples=the children behaved well; a task well done
2. definition=thoroughly or completely; fully; often used as a combining form; ; ; ; ; , | examples=The problem is well understood; she was well informed
3. definition=indicating high probability; in all likelihood | synonyms=easily | examples=I might well do it; a mistake that could easily have ended in disaster
4. definition=(used for emphasis or as an intensifier) entirely or fully | examples=a book well worth reading; was well aware of the difficulties ahead
5. definition=to a suitable or appropriate extent or degree | examples=the project was well underway; the fetus has well developed organs
6. definition=favorably; with approval | examples=their neighbors spoke well of them; he thought well of the book
7. definition=to a great extent or degree | synonyms=considerably, substantially | examples=I'm afraid the film was well over budget; painting the room white made it seem considerably (or substantially) larger
8. definition=with great or especially intimate knowledge | synonyms=intimately | examples=we knew them well
9. definition=with prudence or propriety | examples=You would do well to say nothing more; could not well refuse
10. definition=with skill or in a pleasing manner | examples=she dances well; he writes well
11. definition=in a manner affording benefit or advantage | synonyms=advantageously | examples=she married well; The children were settled advantageously in Seattle
12. definition=in financial comfort | synonyms=comfortably | examples=They live well; she has been able to live comfortably since her husband died
13. definition=without unusual distress or resentment; with good humor | examples=took the joke well; took the tragic news well

reasoning_content:
*   Context: "But they need not be to do their jobs <t>well</t>."
    *   Target word: "well"
    *   Meaning in context: The sentence discusses schoolteachers and whether they need to be the "best and brightest" to perform their duties effectively or satisfactorily.

    *   Sense 1: "in a good or proper or satisfactory manner or to a high standard" (e.g., "the children behaved well; a task well done").
    *   Sense 2: "thoroughly or completely; fully" (e.g., "well understood").
    *   Sense 3: "indicating high probability" (e.g., "I might well do it").
    *   Sense 4: "entirely or fully" (e.g., "well worth reading").
    *   Sense 5: "to a suitable or appropriate extent or degree" (e.g., "well underway").
    *   Sense 6: "favorably; with approval" (e.g., "spoke well of them").
    *   Sense 7: "to a great extent or degree" (e.g., "well over budget").
    *   Sense 8: "with great or especially intimate knowledge" (e.g., "knew them well").
    *   Sense 9: "with prudence or propriety" (e.g., "do well to say nothing").
    *   Sense 10: "with skill or in a pleasing manner" (e.g., "she dances well; he writes well").
    *   Sense 11: "in a manner affording benefit or advantage" (e.g., "married well").
    *   Sense 12: "in financial comfort" (e.g., "live well").
    *   Sense 13: "without unusual distress or resentment" (e.g., "took the joke well").

    *   The phrase "do their jobs well" means to perform their duties in a satisfactory, proper, or high-standard manner.
    *   Sense 1: "in a good or proper or satisfactory manner or to a high standard". This fits perfectly.
    *   Sense 10: "with skill or in a pleasing manner". While teaching involves skill, "do their jobs well" is a general statement about satisfactory performance, which aligns more closely with Sense 1. However, let's re-evaluate.
    *   Comparing Sense 1 and Sense 10:
        *   Sense 1: "a task well done" (very similar to "do their jobs well").
        *   Sense 10: "she dances well; he writes well" (specific skills).
    *   "Do their jobs well" is a very common expression meaning to perform the task satisfactorily or to a high standard. Sense 1 is the most general and fitting definition for "doing a job well."

    *   Context: "But they need not be [the best and brightest] to do their jobs well."
    *   Meaning: They don't need to be geniuses to perform their duties satisfactorily/properly.
    *   Sense 1: "in a good or proper or satisfactory manner or to a high standard".
    *   This matches perfectly.


attempt_kind: initial

status: success

[User]
Which numbered sense of "remember" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: They could all fairly be described as "pap "courses. But it is unfair to dump on teachers, as distinct from the educational establishment. I know many schoolteachers and, on the whole, they are seriously committed to conscientious teaching. They may not be among the "best and brightest "of their generation -- there are very few such people, by definition. But they need not be to do their jobs well. Yes, we all can <t>remember</t> one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious.

Senses:
1. definition=recall knowledge from memory; have a recollection | synonyms=retrieve, recall, call back, call up, recollect, think | examples=I can't remember saying any such thing; I can't think what her last name was
2. definition=keep in mind for attention or consideration | synonyms=think of | examples=Remember the Alamo; Remember to call your mother every day!
3. definition=recapture the past; indulge in memories | synonyms=think back | examples=he remembered how he used to pick flowers
4. definition=show appreciation to | examples=He remembered her in his will
5. definition=mention favorably, as in prayer | examples=remember me in your prayers
6. definition=mention as by way of greeting or to indicate friendship | synonyms=commend | examples=Remember me to your wife
7. definition=exercise, or have the power of, memory | examples=After the shelling, many people lost the ability to remember; some remember better than others
8. definition=call to remembrance; keep alive the memory of someone or something, as in a ceremony | synonyms=commemorate | examples=We remembered the 50th anniversary of the liberation of Auschwitz; Remember the dead of the First World War

finish_reason: stop

role: assistant

reasoning_content:
*   Context: "Yes, we all can <t>remember</t> one or two truly inspiring teachers from our school days."
    *   Target word: "remember"

    *   Sense 1: recall knowledge from memory; have a recollection (e.g., "I can't remember saying any such thing").
    *   Sense 2: keep in mind for attention or consideration (e.g., "Remember the Alamo").
    *   Sense 3: recapture the past; indulge in memories (e.g., "he remembered how he used to pick flowers").
    *   Sense 4: show appreciation to (e.g., "He remembered her in his will").
    *   Sense 5: mention favorably, as in prayer (e.g., "remember me in your prayers").
    *   Sense 6: mention as by way of greeting (e.g., "Remember me to your wife").
    *   Sense 7: exercise, or have the power of, memory (e.g., "some remember better than others").
    *   Sense 8: call to remembrance; keep alive the memory of someone or something, as in a ceremony (e.g., "Remember the dead of the First World War").

    *   The sentence is: "Yes, we all can remember one or two truly inspiring teachers from our school days."
    *   This means the speaker is talking about the ability to recall specific people (teachers) from the past.
    *   It fits the general idea of recalling knowledge or having a recollection of someone.

    *   Sense 1 (recall knowledge/have a recollection) vs. Sense 3 (recapture the past/indulge in memories).
    *   Sense 1 is a general "recall" (I remember that person).
    *   Sense 3 is more about the *act* of reminiscing or indulging in the memory of a period/experience.
    *   "Remember one or two truly inspiring teachers" is a straightforward act of recalling specific individuals from memory.

    *   Sense 1: "recall knowledge from memory; have a recollection" -> "I can remember [the teachers]." (Fits well).
    *   Sense 3: "recapture the past; indulge in memories" -> "He remembered how he used to pick flowers." (This is more about the experience/feeling of the past).

    *   The context "we all can remember one or two truly inspiring teachers" is a statement about the ability to recall specific people. This aligns most closely with Sense 1.

currency: USD

source: unavailable


[User]
Which numbered sense of "truly" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: They could all fairly be described as "pap "courses. But it is unfair to dump on teachers, as distinct from the educational establishment. I know many schoolteachers and, on the whole, they are seriously committed to conscientious teaching. They may not be among the "best and brightest "of their generation -- there are very few such people, by definition. But they need not be to do their jobs well. Yes, we all can remember one or two <t>truly</t> inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious.

Senses:
1. definition=in accordance with truth or fact or reality | synonyms=genuinely, really | examples=she was now truly American; a genuinely open society
2. definition=by right | synonyms=rightfully | examples=baseball rightfully is the nation's pastime
3. definition=with sincerity; without pretense | synonyms=sincerely, unfeignedly | examples=she praised him sincerely for his victory; was unfeignedly glad to see his old teacher
4. definition=in fact (used as intensifiers or sentence modifiers) | synonyms=in truth, really | examples=in truth, moral decay hastened the decline of the Roman Empire; really, you shouldn't have done it

reasoning_content:
*   Context: "Yes, we all can remember one or two <t>truly</t> inspiring teachers from our school days."
    *   Target word: "truly"
    *   Senses provided:
        1.  In accordance with truth or fact or reality (genuinely, really). Example: "she was now truly American".
        2.  By right (rightfully). Example: "baseball rightfully is the nation's pastime".
        3.  With sincerity; without pretense (sincerely, unfeignedly). Example: "she praised him sincerely".
        4.  In fact (intensifier/sentence modifier). Example: "really, you shouldn't have done it".

    *   The sentence is: "Yes, we all can remember one or two truly inspiring teachers from our school days."
    *   Here, "truly" modifies "inspiring".
    *   It means the teachers were *genuinely* or *really* inspiring. It's not about a legal right (Sense 2), it's not about the sincerity of the speaker's expression (Sense 3), and it's not acting as a sentence modifier/intensifier for the whole statement (Sense 4).

    *   Sense 1: "in accordance with truth or fact or reality | synonyms=genuinely, really".
    *   Does "genuinely inspiring" or "really inspiring" fit? Yes.

    *   Sense 1: Genuinely/Really (Fits perfectly).
    *   Sense 2: Rightfully (Doesn't fit).
    *   Sense 3: Sincerely (Doesn't fit - the teachers aren't "sincerely inspiring", they *are* inspiring).
    *   Sense 4: In fact/Really (as a sentence modifier). "Truly, we all can remember..." would be Sense 4. But here it's "truly inspiring".

Sense 1.


[User]
Which numbered sense of "teacher" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: They could all fairly be described as "pap "courses. But it is unfair to dump on teachers, as distinct from the educational establishment. I know many schoolteachers and, on the whole, they are seriously committed to conscientious teaching. They may not be among the "best and brightest "of their generation -- there are very few such people, by definition. But they need not be to do their jobs well. Yes, we all can remember one or two truly inspiring <t>teachers</t> from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious.

Senses:
1. definition=a person whose occupation is teaching | synonyms=instructor
2. definition=a personified abstraction that teaches | examples=books were his teachers; experience is a demanding teacher

reasoning_content:
*   Context: A passage discussing "pap courses," the educational establishment, schoolteachers, and the quality of teaching.
    *   Target word: "teachers" (marked as `<t>teachers</t>`).
    *   Sentence: "Yes, we all can remember one or two truly inspiring <t>teachers</t> from our school days."

    *   Sense 1: "a person whose occupation is teaching" (synonym: instructor).
    *   Sense 2: "a personified abstraction that teaches" (examples: books, experience).

    *   The context mentions "schoolteachers," "educational establishment," and "school days."
    *   The specific sentence refers to "inspiring teachers from our school days."
    *   This clearly refers to human beings whose job it was to teach students in a school setting.

    *   Sense 1 matches (person whose occupation is teaching).
    *   Sense 2 does not match (not an abstraction like "experience").


[User]
Which numbered sense of "education" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: But it is unfair to dump on teachers, as distinct from the educational establishment. I know many schoolteachers and, on the whole, they are seriously committed to conscientious teaching. They may not be among the "best and brightest "of their generation -- there are very few such people, by definition. But they need not be to do their jobs well. Yes, we all can remember one or two truly inspiring teachers from our school days. But our <t>education</t> proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor.

Senses:
1. definition=the activities of educating or instructing; activities that impart knowledge or skill | synonyms=instruction, teaching, pedagogy, didactics, educational activity | examples=he received no formal education; our instruction was carefully programmed
2. definition=knowledge acquired by learning and instruction | examples=it was clear that he had a very broad education
3. definition=the gradual process of acquiring knowledge | examples=education is a preparation for life; a girl's education was less important than a boy's
4. definition=the profession of teaching (especially at a school or college or university)
5. definition=the result of good upbringing (especially knowledge of correct social behavior) | synonyms=training, breeding | examples=a woman of breeding and refinement
6. definition=the United States federal department that administers all federal programs dealing with education (including federal aid to educational institutions and students); created 1979 | synonyms=Department of Education, Education Department

reasoning_content:
*   Context: "But our <t>education</t> proceeded at the hands of those others, who were merely competent and conscientious."
    *   Surrounding text: Discusses teachers, the educational establishment, conscientious teaching, and the experience of being taught in school.
    *   Key phrase: "our education proceeded at the hands of those others [teachers]"

    *   Sense 1: The activities of educating or instructing (instruction, teaching).
    *   Sense 2: Knowledge acquired by learning and instruction (the result/state of being educated).
    *   Sense 3: The gradual process of acquiring knowledge (the journey/experience of learning).
    *   Sense 4: The profession of teaching.
    *   Sense 5: Result of good upbringing (social behavior).
    *   Sense 6: US Department of Education.

    *   "Our education proceeded at the hands of those others..."
    *   Does it mean the *activities* of instructing (Sense 1)? Yes, the process of being taught.
    *   Does it mean the *knowledge acquired* (Sense 2)? Not exactly; it's talking about the process of it happening ("proceeded").
    *   Does it mean the *gradual process of acquiring knowledge* (Sense 3)? Yes, this is very close.
    *   Does it mean the *profession* (Sense 4)? No.
    *   Does it mean *upbringing* (Sense 5)? No.
    *   Does it mean the *government department* (Sense 6)? No.

    *   Sense 1: "the activities of educating or instructing" (e.g., "he received no formal education").
    *   Sense 3: "the gradual process of acquiring knowledge" (e.g., "education is a preparation for life").

    In the sentence "our education proceeded at the hands of those others," the word "education" refers to the schooling/instruction the speaker received.

    Let's look at the examples for Sense 1: "he received no formal education; our instruction was carefully programmed."
    The context "our education proceeded at the hands of those others" is very similar to "our instruction was carefully programmed." It refers to the act of being taught.

    Let's look at Sense 3: "the gradual process of acquiring knowledge." This is more abstract/philosophical ("education is a preparation for life").

    The context is specifically about the *instruction* provided by teachers.

    Sense 1: activities of educating/instructing.
    Sense 3: gradual process of acquiring knowledge.

    "Our education proceeded at the hands of those others" -> The process of being taught (instruction) happened via these teachers.

    Comparing "he received no formal education" (Sense 1) with "our education proceeded..."
    Comparing "education is a preparation for life" (Sense 3) with "our education proceeded..."

    Sense 1 fits better as it relates to the specific activities of teaching/instruction provided by the teachers mentioned.

    Wait, let me re-read Sense 1 and Sense 3.
    Sense 1: "the activities of educating or instructing"
    Sense 3: "the gradual process of acquiring knowledge"

    If I say "My education took place in a small village," is that the activity of instructing (1) or the process of acquiring knowledge (3)? Usually, it's the schooling/instruction.

    Let's check the phrase "proceeded at the hands of". This implies the *delivery* of the education. The delivery is the "activities of educating or instructing".

    Sense 1: instruction, teaching.
    "Our instruction proceeded at the hands of those others." (Fits perfectly).
    "Our gradual process of acquiring knowledge proceeded at the hands of those others." (Fits, but less directly).

    Sense 1 is the most precise fit for the context of being taught by teachers.


[User]
Which numbered sense of "proceed" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: But it is unfair to dump on teachers, as distinct from the educational establishment. I know many schoolteachers and, on the whole, they are seriously committed to conscientious teaching. They may not be among the "best and brightest "of their generation -- there are very few such people, by definition. But they need not be to do their jobs well. Yes, we all can remember one or two truly inspiring teachers from our school days. But our education <t>proceeded</t> at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor.

Senses:
1. definition=continue talking;  he continued, | synonyms=continue, go on, carry on | examples=I know it's hard,; but there is no choice
2. definition=move ahead; travel onward in time or space | synonyms=go forward, continue | examples=We proceeded towards Washington; She continued in the direction of the hills
3. definition=follow a procedure or take a course | synonyms=go, move | examples=We should go farther in this matter; She went through a lot of trouble
4. definition=follow a certain course | synonyms=go | examples=The inauguration went well; how did your interview go?
5. definition=continue a certain state, condition, or activity | synonyms=continue, go on, go along, keep | examples=Keep on working!; We continued to work into the night

reasoning_content:
*   Context: "But our education <t>proceeded</t> at the hands of those others, who were merely competent and conscientious."
    *   Target word: "proceeded"
    *   Meaning in context: The process of the speaker's education happened, continued, or took place under the guidance of certain teachers.

    *   Sense 1: continue talking (e.g., "he continued"). -> *Incorrect.*
    *   Sense 2: move ahead; travel onward in time or space (e.g., "proceeded towards Washington"). -> *Incorrect.*
    *   Sense 3: follow a procedure or take a course (e.g., "go farther in this matter"). -> *Possible, but usually refers to a specific action or legal process.*
    *   Sense 4: follow a certain course (e.g., "The inauguration went well"). This sense often refers to how an event unfolded or progressed. -> *Possible.*
    *   Sense 5: continue a certain state, condition, or activity (e.g., "Keep on working!"). -> *Possible.*

    *   "Our education proceeded at the hands of those others..."
    *   Does it mean "continued" (Sense 5)? Yes, the process of education continued/went on.
    *   Does it mean "followed a certain course" (Sense 4)? Yes, the process of education unfolded/progressed.
    *   Does it mean "follow a procedure" (Sense 3)? Not really.

    *   Sense 4: "follow a certain course" (synonym: go). Example: "The inauguration went well." This describes how a process or event unfolded.
    *   Sense 5: "continue a certain state, condition, or activity". Example: "Keep on working!" This describes the persistence of an action.

    In the sentence "our education proceeded at the hands of those others", the author is describing how their education *unfolded* or *took place* over time.

    Let's look at the senses again.
    1. Talking.
    2. Physical movement.
    3. Procedure/Course (like a legal case or a specific step).
    4. Course (how something went/unfolded).
    5. Continuing a state/activity.

    "Our education proceeded" means the process of being educated went forward/unfolded. This aligns best with Sense 4 (follow a certain course/how something went).

    Wait, let me re-evaluate Sense 5. "Continue a certain state, condition, or activity." Education is an activity. "Our education continued at the hands of those others." This also fits.

    Let's look at the examples for Sense 4: "The inauguration went well; how did your interview go?"
    Let's look at the examples for Sense 5: "Keep on working!; We continued to work into the night."

    "Our education proceeded" is more about the *process* of education happening/unfolding than just the *continuation* of it.

    Actually, looking at the provided senses, Sense 4 ("follow a certain course") is often used for events or processes (like an interview or an inauguration). Education is a long-term process.

    Let's check Sense 3 again: "follow a procedure or take a course". Example: "We should go farther in this matter." This is more about taking a specific action.

    Comparing 4 and 5:
    4: "The inauguration went well" (The event proceeded/unfolded).
    5: "We continued to work" (The activity continued).

    "Our education proceeded at the hands of those others" sounds like "Our education unfolded/took place".

    Let's re-read the context: "Yes, we all can remember one or two truly inspiring teachers... But our education proceeded at the hands of those others..."
    The contrast is between the "inspiring" ones and the "merely competent" ones. The bulk of the education *happened* or *unfolded* via the competent ones.

    Sense 4 seems the most fitting for a process unfolding.

    Wait, let me look at the senses one more time.
    Sense 4: "follow a certain course" (synonym: go).
    Sense 5: "continue a certain state, condition, or activity" (synonym: continue).

    If I replace "proceeded" with "continued": "But our education continued at the hands of those others." (Makes sense).
    If I replace "proceeded" with "went": "But our education went at the hands of those others." (Doesn't make as much sense).

    Wait, "proceeded" in this context often means "carried on" or "continued".
    "Our education proceeded" = "Our education continued/went on".

    Let's look at Sense 5 again: "continue a certain state, condition, or activity".
    Education is an activity/process.

    Let's look at Sense 4 again: "follow a certain course".
    "The inauguration went well."

    Actually, "proceeded" in "our education proceeded" is very similar to "the meeting proceeded". This is the process of something unfolding.

    Let's search for "proceeded" in similar contexts.
    "The trial proceeded." (Sense 4)
    "The work proceeded." (Sense 4 or 5)

    If the meaning is "the process of education continued/went forward", Sense 4 ("follow a certain course") or Sense 5 ("continue a certain activity") are both close. However, Sense 4's example "The inauguration went well" describes the *way* a process unfolded. Sense 5's example "Keep on working" describes the *persistence* of an action.

    "Our education proceeded at the hands of those others" describes the *way* or *means* by which the process of education unfolded.

    Let's re-examine Sense 4: "follow a certain course".
    Let's re-examine Sense 5: "continue a certain state, condition, or activity".

    If the author meant "continued", they would likely have used "continued". "Proceeded" here suggests the progression of the education.

    Let's try Sense 4.

    Wait, let me look at Sense 3: "follow a procedure or take a course".
    Example: "We should go farther in this matter."
    This doesn't seem right.

    Let's look at Sense 4 again. "The inauguration went well."
    "Our education proceeded [in this manner/at the hands of these people]."
    This fits the pattern of a process unfolding.

    Let's double-check Sense 5. "Continue a certain state, condition, or activity."
    "Our education continued at the hands of those others."
    This also fits.

    Which one is *better*?
    Sense 4 is about the *course* of an event.
    Sense 5 is about the *continuation* of an activity.

    Education is more of a process/course than a single activity.

    Let's look at the synonyms.
    Sense 4: go.
    Sense 5: continue, go on, go along, keep.

    "Our education continued at the hands of those others."
    "Our education went at the hands of those others." (No)

    Wait, if the synonym for Sense 4 is "go" (as in "how did it go?"), then "proceeded" means "went".
    "Our education went at the hands of those others." (Still doesn't sound right).

    Let's look at Sense 5 again. "Continue a certain state, condition, or activity."
    "Our education continued at the hands of those others." (Sounds natural).

    Let's re-read the context one more time.
    "Yes, we all can remember one or two truly inspiring teachers... But our education proceeded at the hands of those others..."
    The author is saying that while we remember the great ones, the *actual process* of our education was carried out by the others.

    "Carried out" or "continued" fits Sense 5.

    Let me search for "proceeded" meaning "carried on".
    "The work proceeded apace." (The work continued/went forward).

    Is "the work proceeded apace" Sense 4 or Sense 5?
    Sense 4: follow a certain course.
    Sense 5: continue a certain activity.

    If "the work proceeded apace" means "the work continued quickly", it's Sense 5.

    Let's look at the examples for Sense 4 again: "The inauguration went well; how did your interview go?"
    These are about the *quality* or *result* of the course.

    The sentence "our education proceeded at the hands of those others" is about *who* was conducting the activity.

    Therefore, Sense 5 ("continue a certain state, condition, or activity") seems more appropriate than Sense 4.

    Wait, let me look at Sense 3 again. "follow a procedure or take a course".
    "Our education proceeded..."
    Could "take a course" mean "follow a course of study"?
    No, the example "We should go farther in this matter" suggests a different meaning (to proceed with a plan or action).

    Let's re-evaluate Sense 5: "continue a certain state, condition, or activity".
    Synonyms: continue, go on, go along, keep.
    "Our education continued at the hands of those others."

    This seems the most plausible.

    Let's double-check Sense 4 one more time.
    "follow a certain course"
    "The inauguration went well."
    If "proceeded" means "went" or "unfolded", then "our education unfolded at the hands of those others."

    Actually, "proceeded" in "the work proceeded" or "the education proceeded" often means it continued to happen.

    Let's compare:
    "The meeting proceeded" (It continued/went on).
    "The meeting proceeded according to plan" (It followed a certain course).

    "Our education proceeded at the hands of those others."
    This is more like "The education continued/went on".

    Final check:
    Sense 1: Talking (No)
    Sense 2: Physical movement (No)
    Sense 3: Procedure/Action (No)
    Sense 4: Course/How it went (Maybe)
    Sense 5: Continue activity (Yes)

    Looking at the synonyms for Sense 5: "continue, go on, go along, keep".
    "Our education went on at the hands of those others."
    This fits well.


[User]
Which numbered sense of "competent" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: But it is unfair to dump on teachers, as distinct from the educational establishment. I know many schoolteachers and, on the whole, they are seriously committed to conscientious teaching. They may not be among the "best and brightest "of their generation -- there are very few such people, by definition. But they need not be to do their jobs well. Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely <t>competent</t> and conscientious. In this sense, a teacher can be compared to one's family doctor.

Senses:
1. definition=properly or sufficiently qualified or capable or efficient | examples=a competent typist
2. definition=adequate for the purpose | examples=a competent performance
3. definition=legally qualified or sufficient | examples=a competent court; competent testimony

reasoning_content:
*   Context: "But our education proceeded at the hands of those others, who were merely <t>competent</t> and conscientious."
    *   Target word: "competent"
    *   Surrounding context: Discussing teachers. Contrasting "best and brightest" and "inspiring teachers" with those who are "merely competent and conscientious." Comparing them to a family doctor.

    *   Sense 1: "properly or sufficiently qualified or capable or efficient" (Example: a competent typist). This refers to a person's skill level or ability to perform a job.
    *   Sense 2: "adequate for the purpose" (Example: a competent performance). This refers to the quality of an action or result.
    *   Sense 3: "legally qualified or sufficient" (Example: a competent court). This refers to legal standing or authority.

    *   The word "competent" describes the teachers ("those others, who were merely competent").
    *   It is used to describe their ability to do their jobs well, contrasting them with the "best and brightest" or "inspiring" ones.
    *   Sense 1 describes a person's capability/efficiency in a role (like a typist or a teacher).
    *   Sense 2 describes a performance/result.
    *   Sense 3 describes legal status.

    *   The context is about the teachers' ability to perform their professional duties. This aligns perfectly with Sense 1.


[User]
Which numbered sense of "sense" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: I know many schoolteachers and, on the whole, they are seriously committed to conscientious teaching. They may not be among the "best and brightest "of their generation -- there are very few such people, by definition. But they need not be to do their jobs well. Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this <t>sense</t>, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place.

Senses:
1. definition=a general conscious awareness | examples=a sense of security; a sense of happiness
2. definition=the meaning of a word or expression; the way in which a word or expression or situation can be interpreted | synonyms=signified | examples=the dictionary gave several senses for the word; in the best sense charity is really a duty
3. definition=the faculty through which the external world is apprehended | synonyms=sensation, sentience, sentiency, sensory faculty | examples=in the dark he had to depend on touch and on his senses of smell and hearing
4. definition=sound practical judgment | synonyms=common sense, good sense, gumption, horse sense, mother wit | examples=Common sense is not so common; he hasn't got the sense God gave little green apples
5. definition=a natural appreciation or ability | examples=a keen musical sense; a good sense of timing

reasoning_content:
*   Context: "In this <t>sense</t>, a teacher can be compared to one's family doctor."
    *   Preceding context: The author discusses how teachers don't need to be the "best and brightest" to be effective, but rather "competent and conscientious."
    *   The phrase "In this sense" refers back to the idea that being competent and conscientious is sufficient for the role, and that extreme brilliance might actually be counterproductive or lead someone to a different career path.

    *   Sense 1: General conscious awareness (e.g., sense of security). -> Doesn't fit.
    *   Sense 2: The meaning of a word or expression; the way in which a word or expression or situation can be interpreted. -> Fits. "In this sense" means "In this way of interpreting the role of a teacher/the situation described."
    *   Sense 3: Faculty through which the external world is apprehended (e.g., sight, smell). -> Doesn't fit.
    *   Sense 4: Sound practical judgment (e.g., common sense). -> Doesn't fit.
    *   Sense 5: Natural appreciation or ability (e.g., musical sense). -> Doesn't fit.

    *   The author is using "sense" to mean "interpretation" or "way of looking at it."
    *   Example from Sense 2: "in the best sense charity is really a duty."
    *   Context: "In this sense [meaning in this interpretation of the teacher's role as being competent rather than brilliant], a teacher can be compared to one's family doctor."


[User]
Which numbered sense of "teacher" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: I know many schoolteachers and, on the whole, they are seriously committed to conscientious teaching. They may not be among the "best and brightest "of their generation -- there are very few such people, by definition. But they need not be to do their jobs well. Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a <t>teacher</t> can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place.

Senses:
1. definition=a person whose occupation is teaching | synonyms=instructor
2. definition=a personified abstraction that teaches | examples=books were his teachers; experience is a demanding teacher

reasoning_content:
*   Context: "I know many schoolteachers... they are seriously committed to conscientious teaching... we all can remember one or two truly inspiring teachers from our school days... In this sense, a <t>teacher</t> can be compared to one's family doctor."
    *   Target word: "teacher" (marked as `<t>teacher</t>`).
    *   Senses provided:
        1.  A person whose occupation is teaching (synonym: instructor).
        2.  A personified abstraction that teaches (examples: books, experience).

    *   The text discusses "schoolteachers," "conscientious teaching," "inspiring teachers from our school days," and compares the "teacher" to a "family doctor."
    *   A family doctor is a person with a specific occupation.
    *   The context clearly refers to human beings employed to teach students in a school setting.

    *   Sense 1: Person whose occupation is teaching. (Matches perfectly).
    *   Sense 2: Personified abstraction (e.g., books, experience). (Does not match).

    *   The correct sense is 1.


[User]
Which numbered sense of "compare" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: I know many schoolteachers and, on the whole, they are seriously committed to conscientious teaching. They may not be among the "best and brightest "of their generation -- there are very few such people, by definition. But they need not be to do their jobs well. Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be <t>compared</t> to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place.

Senses:
1. definition=examine and note the similarities or differences of | examples=John compared his haircut to his friend's; We compared notes after we had both seen the movie
2. definition=be comparable | examples=This car does not compare with our line of Mercedes
3. definition=consider or describe as similar, equal, or analogous | synonyms=liken, equate | examples=We can compare the Han dynasty to the Romans; You cannot equate success in financial matters with greed
4. definition=to form the comparative or superlative form on an adjective or adverb

reasoning_content:
*   Context: "In this sense, a teacher can be <t>compared</t> to one's family doctor."
    *   Meaning: The author is drawing an analogy between a teacher and a family doctor, suggesting they share a similar role or characteristic (being competent and conscientious rather than necessarily "the best and brightest").

    *   Sense 1: "examine and note the similarities or differences of" (Active process of analysis). Example: "John compared his haircut to his friend's."
    *   Sense 2: "be comparable" (Usually used in negative or comparative quality contexts). Example: "This car does not compare with our line of Mercedes."
    *   Sense 3: "consider or describe as similar, equal, or analogous" (Liken, equate). Example: "We can compare the Han dynasty to the Romans."
    *   Sense 4: "to form the comparative or superlative form on an adjective or adverb" (Grammatical term).

    *   The sentence "a teacher can be compared to one's family doctor" is not about examining differences (Sense 1), nor is it about whether a teacher is "as good as" a doctor in a competitive sense (Sense 2). It is about drawing an analogy or likening the role of a teacher to the role of a family doctor (Sense 3).

    *   Sense 3: "consider or describe as similar, equal, or analogous" / "liken, equate".
    *   This fits perfectly. The author is likening the professional profile of a teacher to that of a family doctor.


[User]
Which numbered sense of "one" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: I know many schoolteachers and, on the whole, they are seriously committed to conscientious teaching. They may not be among the "best and brightest "of their generation -- there are very few such people, by definition. But they need not be to do their jobs well. Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to <t>one</t>'s family doctor. If he were brilliant, he probably would not be a family doctor in the first place.

Senses:
1. definition=the smallest whole number or a numeral representing this number | synonyms=1, I, ace, single, unity | examples=he has the one but will need a two and three to go with it; they had lunch at one
2. definition=a single person or thing | examples=he is the best one; this is the one I ordered

reasoning_content:
*   Context: "In this sense, a teacher can be compared to <t>one</t>'s family doctor."
    *   Target word: "one"
    *   Senses provided:
        1.  The smallest whole number or a numeral representing this number.
        2.  A single person or thing.

    *   "In this sense, a teacher can be compared to one's family doctor."
    *   Here, "one's" is a possessive form of "one".
    *   In this specific grammatical construction ("one's family doctor"), "one" is used as an indefinite pronoun referring to a person in general (anyone/a person).

    *   Sense 1: Smallest whole number (1). (Incorrect)
    *   Sense 2: A single person or thing. (Correct - "one" as a pronoun referring to a person).

    *   Wait, let me re-read Sense 2: "a single person or thing | examples=he is the best one; this is the one I ordered".
    *   Is "one's" (indefinite pronoun) covered by "a single person or thing"?
    *   Usually, "one" as an indefinite pronoun (meaning "a person") is a distinct sense from "one" as a numeral or "one" as a substitute for a previously mentioned noun.
    *   However, looking at the choices provided:
        *   Sense 1 is clearly numerical.
        *   Sense 2 is "a single person or thing".
    *   In the sentence "a teacher can be compared to one's family doctor", "one" refers to a generic person. This fits the "person" part of Sense 2 much better than the "number" part of Sense 1.

    *   "one's family doctor" -> "the family doctor of a person".
    *   Sense 2: "a single person or thing".
    *   This is the only plausible choice among the two.


[User]
Which numbered sense of "brilliant" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: They may not be among the "best and brightest "of their generation -- there are very few such people, by definition. But they need not be to do their jobs well. Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were <t>brilliant</t>, he probably would not be a family doctor in the first place. If he is competent and conscientious, he serves us well.

Senses:
1. definition=of surpassing excellence | synonyms=superb | examples=a brilliant performance; a superb actor
2. definition=having or marked by unusual and impressive intelligence | synonyms=brainy, smart as a whip | examples=some men dislike brainy women; a brilliant mind
3. definition=characterized by grandeur | synonyms=glorious, magnificent, splendid | examples=the brilliant court life at Versailles; a glorious work of art
4. definition=having striking color | synonyms=bright, vivid | examples=bright dress; brilliant tapestries
5. definition=full of light; shining intensely | examples=a brilliant star; brilliant chandeliers
6. definition=clear and sharp and ringing | synonyms=bright | examples=the bright sound of the trumpet section; the brilliant sound of the trumpets

reasoning_content:
*   Context: "In this sense, a teacher can be compared to one's family doctor. If he were <t>brilliant</t>, he probably would not be a family doctor in the first place."
    *   The context discusses the difference between being "best and brightest" (highly intelligent/exceptional) and being "competent and conscientious."
    *   The specific sentence suggests that if a doctor were "brilliant," they would likely pursue a different career path (perhaps research or specialization) rather than being a general family doctor.
    *   The contrast is between "competent/conscientious" and "brilliant."

    *   Sense 1: surpassing excellence (superb performance).
    *   Sense 2: unusual and impressive intelligence (brainy, smart as a whip).
    *   Sense 3: grandeur (glorious, magnificent).
    *   Sense 4: striking color (bright, vivid).
    *   Sense 5: full of light (shining intensely).
    *   Sense 6: clear and sharp sound (ringing).

    *   The context mentions "best and brightest" earlier in the paragraph.
    *   The comparison is about professional capability and intelligence/talent.
    *   If a doctor is "brilliant," it refers to their intellectual capacity or exceptional skill/intelligence.
    *   Sense 2 ("unusual and impressive intelligence") fits perfectly with the "best and brightest" theme and the context of professional aptitude.

    *   Sense 1 (surpassing excellence) is close, but Sense 2 (intelligence) is more specific to the "brightest" and "brainy" connotation used in the context of education and professional choice.
    *   Senses 3, 4, 5, and 6 are completely irrelevant.


[User]
Which numbered sense of "probably" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: They may not be among the "best and brightest "of their generation -- there are very few such people, by definition. But they need not be to do their jobs well. Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he <t>probably</t> would not be a family doctor in the first place. If he is competent and conscientious, he serves us well.

Senses:
1. definition=with considerable certainty; without much doubt | synonyms=likely, in all likelihood, in all probability, belike | examples=He is probably out of the country; in all likelihood we are headed for war
2. definition=easy to believe on the basis of available evidence | synonyms=credibly, believably, plausibly | examples=he talked plausibly before the committee; he will probably win the election

reasoning_content:
*   Context: "If he were brilliant, he <t>probably</t> would not be a family doctor in the first place."
    *   Target word: "probably"
    *   Senses provided:
        1.  "with considerable certainty; without much doubt" (likely, in all likelihood).
        2.  "easy to believe on the basis of available evidence" (credibly, believably, plausibly).

    *   The sentence is a conditional: "If he were brilliant, he probably would not be a family doctor in the first place."
    *   The author is making a claim about the likelihood of a brilliant person choosing to be a family doctor.
    *   The meaning is: "It is likely that a brilliant person would not be a family doctor."

    *   Sense 1: "with considerable certainty; without much doubt" (likely). This fits perfectly. The author is expressing a high probability/likelihood.
    *   Sense 2: "easy to believe on the basis of available evidence" (credibly, plausibly). This sense is more about the *believability* of a claim or a story (e.g., "He probably did it" in the sense of "It is plausible that he did it"). While there's overlap, Sense 1 is the standard meaning of "probably" when expressing likelihood in a conditional statement like this.

    *   Sense 1 is the standard "likely" meaning.
    *   Sense 2 is more about "plausibility" or "believability."
    *   In "he probably would not be a family doctor," the author is stating a likely outcome/state, not arguing that the statement is "believable" or "plausible" in a rhetorical sense.

    *   The correct sense is 1.


[User]
Which numbered sense of "competent" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: But they need not be to do their jobs well. Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place. If he is <t>competent</t> and conscientious, he serves us well. Our teachers are not an important factor in our educational crisis.

Senses:
1. definition=properly or sufficiently qualified or capable or efficient | examples=a competent typist
2. definition=adequate for the purpose | examples=a competent performance
3. definition=legally qualified or sufficient | examples=a competent court; competent testimony

reasoning_content:
*   Context: "But our education proceeded at the hands of those others, who were merely competent and conscientious... If he is <t>competent</t> and conscientious, he serves us well."
    *   Target word: "competent"
    *   Senses provided:
        1.  properly or sufficiently qualified or capable or efficient (e.g., a competent typist)
        2.  adequate for the purpose (e.g., a competent performance)
        3.  legally qualified or sufficient (e.g., a competent court)

    *   The text discusses teachers and doctors.
    *   It contrasts "inspiring" or "brilliant" with "merely competent and conscientious."
    *   It suggests that being "competent" (capable/qualified) is sufficient for a teacher or family doctor to serve their patients/students well.

    *   Sense 1: "properly or sufficiently qualified or capable or efficient". This fits perfectly. A teacher who is capable and qualified to do their job.
    *   Sense 2: "adequate for the purpose". This usually refers to a specific action or result (like a performance), rather than a person's general professional ability.
    *   Sense 3: "legally qualified or sufficient". This is a legal term (e.g., a court of law). Not applicable here.

    *   The context describes a person's professional capability. Sense 1 is the standard definition for a person being capable/qualified in their profession.


[User]
Which numbered sense of "serve" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: But they need not be to do their jobs well. Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place. If he is competent and conscientious, he <t>serves</t> us well. Our teachers are not an important factor in our educational crisis.

Senses:
1. definition=serve a purpose, role, or function | synonyms=function | examples=The tree stump serves as a table; The female students served as a control group
2. definition=do duty or hold offices; serve in a specific function | examples=He served as head of the department for three years; She served in Congress for two terms
3. definition=contribute or conduce to | examples=The scandal served to increase his popularity
4. definition=be used by; as of a utility | synonyms=service | examples=The sewage plant served the neighboring communities; The garage served to shelter his horses
5. definition=help to some food; help with food or drink | synonyms=help | examples=I served him three times, and after that he helped himself
6. definition=provide (usually but not necessarily food) | synonyms=serve up, dish out, dish up, dish | examples=We serve meals for the homeless; She dished out the soup at 8 P.M.
7. definition=devote (part of) one's life or efforts to, as of countries, institutions, or ideas | examples=She served the art of music; He served the church
8. definition=promote, benefit, or be useful or beneficial to | synonyms=serve well | examples=Art serves commerce; Their interests are served
9. definition=spend time in prison or in a labor camp | synonyms=do | examples=He did six years for embezzlement
10. definition=work for or be a servant to | synonyms=attend to, wait on, attend, assist | examples=May I serve you?; She attends the old lady in the wheelchair
11. definition=deliver a warrant or summons to someone | synonyms=process, swear out | examples=He was processed by the sheriff
12. definition=be sufficient; be adequate, either in quality or quantity | synonyms=suffice, do, answer | examples=A few words would answer; This car suits my purpose well
13. definition=do military service | examples=She served in Vietnam; My sons never served, because they are short-sighted
14. definition=mate with | synonyms=service | examples=male animals serve the females for breeding purposes
15. definition=put the ball into play | examples=It was Agassi's turn to serve

reasoning_content:
*   Context: "If he is competent and conscientious, he <t>serves</t> us well."
    *   Subject: "he" (referring to a family doctor).
    *   Object: "us" (the patients/people).
    *   Modifier: "well".
    *   Meaning: The doctor is doing his job in a way that is beneficial or useful to the patients.

    *   1: serve a purpose, role, or function (e.g., "The tree stump serves as a table"). -> Not this.
    *   2: do duty or hold offices (e.g., "He served as head of the department"). -> Not this.
    *   3: contribute or conduce to (e.g., "The scandal served to increase his popularity"). -> Not this.
    *   4: be used by; as of a utility (e.g., "The sewage plant served the neighboring communities"). -> Close, but usually refers to infrastructure/utilities.
    *   5: help to some food. -> Not this.
    *   6: provide (usually food). -> Not this.
    *   7: devote life/efforts to countries, institutions, or ideas. -> Not this.
    *   8: promote, benefit, or be useful or beneficial to (synonyms: serve well). -> This matches perfectly. "If he is competent and conscientious, he serves us well" means he is beneficial/useful to us.
    *   9: spend time in prison. -> Not this.
    *   10: work for or be a servant to (e.g., "May I serve you?"). -> While a doctor "serves" patients, the phrase "serves us well" specifically aligns with the "benefit/be useful" meaning of sense 8.
    *   11: deliver a warrant. -> Not this.
    *   12: be sufficient/adequate. -> Not this.
    *   13: do military service. -> Not this.
    *   14: mate with. -> Not this.
    *   15: put the ball into play. -> Not this.

    *   Sense 8: "promote, benefit, or be useful or beneficial to | synonyms=serve well | examples=Art serves commerce; Their interests are served"
    *   Context: "he serves us well."
    *   The synonym "serve well" is explicitly listed in sense 8.

Sense 8 is the correct fit.


[User]
Which numbered sense of "well" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: But they need not be to do their jobs well. Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place. If he is competent and conscientious, he serves us <t>well</t>. Our teachers are not an important factor in our educational crisis.

Senses:
1. definition=(often used as a combining form) in a good or proper or satisfactory manner or to a high standard (`good' is a nonstandard dialectal variant for `well') | synonyms=good | examples=the children behaved well; a task well done
2. definition=thoroughly or completely; fully; often used as a combining form; ; ; ; ; , | examples=The problem is well understood; she was well informed
3. definition=indicating high probability; in all likelihood | synonyms=easily | examples=I might well do it; a mistake that could easily have ended in disaster
4. definition=(used for emphasis or as an intensifier) entirely or fully | examples=a book well worth reading; was well aware of the difficulties ahead
5. definition=to a suitable or appropriate extent or degree | examples=the project was well underway; the fetus has well developed organs
6. definition=favorably; with approval | examples=their neighbors spoke well of them; he thought well of the book
7. definition=to a great extent or degree | synonyms=considerably, substantially | examples=I'm afraid the film was well over budget; painting the room white made it seem considerably (or substantially) larger
8. definition=with great or especially intimate knowledge | synonyms=intimately | examples=we knew them well
9. definition=with prudence or propriety | examples=You would do well to say nothing more; could not well refuse
10. definition=with skill or in a pleasing manner | examples=she dances well; he writes well
11. definition=in a manner affording benefit or advantage | synonyms=advantageously | examples=she married well; The children were settled advantageously in Seattle
12. definition=in financial comfort | synonyms=comfortably | examples=They live well; she has been able to live comfortably since her husband died
13. definition=without unusual distress or resentment; with good humor | examples=took the joke well; took the tragic news well

reasoning_content:
*   Context: "If he is competent and conscientious, he serves us <t>well</t>."
    *   Target word: "well"
    *   Meaning in context: The doctor (or teacher) performs their duty in a satisfactory, good, or beneficial manner.

    *   Sense 1: "in a good or proper or satisfactory manner or to a high standard" (e.g., "behaved well", "task well done").
    *   Sense 2: "thoroughly or completely" (e.g., "well understood").
    *   Sense 3: "indicating high probability" (e.g., "might well do it").
    *   Sense 4: "entirely or fully" (e.g., "well worth reading").
    *   Sense 5: "to a suitable or appropriate extent or degree" (e.g., "well underway").
    *   Sense 6: "favorably; with approval" (e.g., "spoke well of them").
    *   Sense 7: "to a great extent or degree" (e.g., "well over budget").
    *   Sense 8: "with great or especially intimate knowledge" (e.g., "knew them well").
    *   Sense 9: "with prudence or propriety" (e.g., "do well to say nothing").
    *   Sense 10: "with skill or in a pleasing manner" (e.g., "dances well").
    *   Sense 11: "in a manner affording benefit or advantage" (e.g., "married well").
    *   Sense 12: "in financial comfort" (e.g., "live well").
    *   Sense 13: "without unusual distress or resentment" (e.g., "took the joke well").

    *   "he serves us well" means he provides a good service, performs his role satisfactorily, or provides a benefit.
    *   Sense 1 ("in a good or proper or satisfactory manner") fits very well.
    *   Sense 10 ("with skill or in a pleasing manner") is close, but "serves us well" is more about the overall quality/satisfaction of the service rather than just technical skill.
    *   Sense 11 ("in a manner affording benefit or advantage") is also a possibility, but "serves us well" is a common idiom for performing a function satisfactorily.

    *   "serves us well" $\approx$ "performs the job in a satisfactory manner".
    *   Sense 1: "in a good or proper or satisfactory manner or to a high standard".
    *   Let's check Sense 11 again: "in a manner affording benefit or advantage". While serving someone well does afford a benefit, Sense 1 is the more general and standard description for performing a task or role "well".

    *   "the children behaved well" (Sense 1)
    *   "a task well done" (Sense 1)
    *   "he serves us well" (Sense 1)

    *   Sense 10 is specifically about skill (dancing, writing).
    *   Sense 11 is often about social or financial advantage (marrying well).
    *   Sense 1 is the most general "satisfactory manner".

    *   "If he is competent and conscientious, he serves us well."
    *   Competence and conscientiousness lead to a satisfactory performance of the role.
    *   This aligns perfectly with Sense 1.


[User]
Which numbered sense of "teacher" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place. If he is competent and conscientious, he serves us well. Our <t>teachers</t> are not an important factor in our educational crisis. Whether they are or are not underpaid is a problem of equity; it is not an educational problem.

Senses:
1. definition=a person whose occupation is teaching | synonyms=instructor
2. definition=a personified abstraction that teaches | examples=books were his teachers; experience is a demanding teacher

reasoning_content:
*   Context: A passage discussing school teachers, their competence, and their role in an educational crisis.
    *   Target word: "teachers" (marked with `<t></t>`).
    *   Senses provided:
        1.  A person whose occupation is teaching (instructor).
        2.  A personified abstraction that teaches (e.g., books, experience).

    *   "Yes, we all can remember one or two truly inspiring teachers from our school days." (Refers to people in school).
    *   "But our education proceeded at the hands of those others, who were merely competent and conscientious." (Refers to people).
    *   "In this sense, a teacher can be compared to one's family doctor." (Comparing a teacher to a professional person).
    *   "Our <t>teachers</t> are not an important factor in our educational crisis." (Referring to the people employed to teach in schools).

    *   Sense 1: A person whose occupation is teaching. (Fits perfectly).
    *   Sense 2: A personified abstraction. (Does not fit; the text is talking about human beings, not books or experience).

    *   The correct sense is 1.


[User]
Which numbered sense of "important" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place. If he is competent and conscientious, he serves us well. Our teachers are not an <t>important</t> factor in our educational crisis. Whether they are or are not underpaid is a problem of equity; it is not an educational problem.

Senses:
1. definition=of great significance or value | synonyms=of import | examples=important people; the important questions of the day
2. definition=important in effect or meaning | synonyms=significant | examples=a significant change in tax laws; a significant change in the Constitution
3. definition=of extreme importance; vital to the resolution of a crisis | synonyms=crucial | examples=a crucial moment in his career; a crucial election
4. definition=having authority or ascendancy or influence | synonyms=authoritative | examples=an important official; the captain's authoritative manner
5. definition=having or suggesting a consciousness of high position | examples=recited the decree with an important air; took long important strides in the direction of his office

reasoning_content:
*   Context: "Our teachers are not an <t>important</t> factor in our educational crisis."
    *   Meaning: The author is arguing that teachers (their competence/conscientiousness) are not the primary cause or the key element that needs to be addressed to solve the "educational crisis."

    *   Sense 1: "of great significance or value" (General significance).
    *   Sense 2: "important in effect or meaning" (Significant change/effect).
    *   Sense 3: "of extreme importance; vital to the resolution of a crisis" (Crucial/vital).
    *   Sense 4: "having authority or ascendancy or influence" (Authoritative).
    *   Sense 5: "having or suggesting a consciousness of high position" (Haughty/important air).

    *   The sentence specifically mentions an "educational crisis."
    *   The author is saying teachers are not the *key* or *vital* factor in that crisis.
    *   Sense 3 explicitly mentions "vital to the resolution of a crisis" and uses the synonym "crucial."
    *   Sense 1 is too general.
    *   Sense 2 is about effect/meaning (like statistical significance).
    *   Sense 4 is about authority.
    *   Sense 5 is about demeanor.

    *   "Our teachers are not a [crucial/vital] factor in our educational crisis."
    *   This fits perfectly with Sense 3.


[User]
Which numbered sense of "factor" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place. If he is competent and conscientious, he serves us well. Our teachers are not an important <t>factor</t> in our educational crisis. Whether they are or are not underpaid is a problem of equity; it is not an educational problem.

Senses:
1. definition=anything that contributes causally to a result | examples=a number of factors determined the outcome
2. definition=an abstract part of something | synonyms=component, constituent, element, ingredient | examples=jealousy was a component of his character; two constituents of a musical composition are melody and harmony
3. definition=one of two or more integers that can be exactly divided into another integer | synonyms=divisor | examples=what are the 4 factors of 6?
4. definition=a businessman who buys or sells for another in exchange for a commission | synonyms=agent, broker
5. definition=any of the numbers (or symbols) that form a product when multiplied together
6. definition=an independent variable in statistics
7. definition=(genetics) a segment of DNA that is involved in producing a polypeptide chain; it can include regions preceding and following the coding DNA as well as introns between the exons; it is considered a unit of heredity | synonyms=gene, cistron | examples=genes were formerly called factors

reasoning_content:
*   Context: "Our teachers are not an important <t>factor</t> in our educational crisis."
    *   Meaning: The author is arguing that teachers are not a significant cause or contributing element to the educational crisis.

    *   Sense 1: "anything that contributes causally to a result" (Example: "a number of factors determined the outcome").
    *   Sense 2: "an abstract part of something" (Synonyms: component, constituent, element, ingredient).
    *   Sense 3: "one of two or more integers that can be exactly divided into another integer" (Math).
    *   Sense 4: "a businessman who buys or sells for another in exchange for a commission" (Agent/Broker).
    *   Sense 5: "any of the numbers (or symbols) that form a product when multiplied together" (Math).
    *   Sense 6: "an independent variable in statistics".
    *   Sense 7: "(genetics) a segment of DNA...".

    *   The sentence "Our teachers are not an important factor in our educational crisis" suggests that teachers are not a cause or a contributing element to the result (the crisis).
    *   Sense 1 ("anything that contributes causally to a result") fits perfectly.
    *   Sense 2 ("an abstract part of something") is close, but "factor" in the context of a "crisis" usually implies causality (what caused the crisis), which aligns better with Sense 1.

    *   Sense 1: Causal contribution.
    *   Sense 2: Component part.
    *   In "factor in our educational crisis", the crisis is the result/outcome. The teachers are being discussed as a potential cause/contributor to that outcome. This is a causal relationship.


[User]
Which numbered sense of "educational" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place. If he is competent and conscientious, he serves us well. Our teachers are not an important factor in our <t>educational</t> crisis. Whether they are or are not underpaid is a problem of equity; it is not an educational problem.

Senses:
1. definition=relating to the process of education | examples=educational psychology
2. definition=providing knowledge | examples=an educational film

reasoning_content:
*   Context: A passage discussing teachers, their competence, and an "educational crisis."
    *   Target word: "educational" (used twice: "educational crisis" and "educational problem").
    *   Senses provided:
        1.  relating to the process of education (e.g., educational psychology).
        2.  providing knowledge (e.g., an educational film).

    *   "Our teachers are not an important factor in our <t>educational</t> crisis."
    *   "Whether they are or are not underpaid is a problem of equity; it is not an educational problem."

    *   Sense 1: "relating to the process of education." An "educational crisis" refers to a crisis *within the system or process* of education. An "educational problem" refers to a problem *pertaining to* education.
    *   Sense 2: "providing knowledge." An "educational crisis" would mean a "crisis that provides knowledge," which makes no sense. An "educational problem" would mean a "problem that provides knowledge," which also makes no sense.

    *   The word "educational" here describes the *domain* or *field* (the process/system of education), not the *function* of providing knowledge.
    *   This matches Sense 1.


[User]
Which numbered sense of "crisis" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place. If he is competent and conscientious, he serves us well. Our teachers are not an important factor in our educational <t>crisis</t>. Whether they are or are not underpaid is a problem of equity; it is not an educational problem.

Senses:
1. definition=an unstable situation of extreme danger or difficulty | examples=they went bankrupt during the economic crisis
2. definition=a crucial stage or turning point in the course of something | examples=after the crisis the patient either dies or gets better

reasoning_content:
*   Context: A passage discussing teachers and education. The specific sentence is: "Our teachers are not an important factor in our educational <t>crisis</t>."
    *   Target word: "crisis"
    *   Senses provided:
        1.  An unstable situation of extreme danger or difficulty (e.g., economic crisis).
        2.  A crucial stage or turning point in the course of something (e.g., medical crisis/turning point).

    *   The text talks about the quality of teachers and argues that they aren't the cause of the "educational crisis."
    *   "Educational crisis" usually refers to a systemic failure, a period of severe difficulty, or a state of instability in the education system (e.g., falling standards, lack of funding, poor outcomes).
    *   It does *not* refer to a specific "turning point" or a "crucial stage" in a process (like a patient's health reaching a point where they either recover or die).

    *   Sense 1: "an unstable situation of extreme danger or difficulty." This fits the idea of a systemic "educational crisis."
    *   Sense 2: "a crucial stage or turning point." This is more specific to a process reaching a climax or a decision point.

    *   The context describes a general state of difficulty/failure in education. This aligns with Sense 1.


[User]
Which numbered sense of "problem" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place. If he is competent and conscientious, he serves us well. Our teachers are not an important factor in our educational crisis. Whether they are or are not underpaid is a <t>problem</t> of equity; it is not an educational problem. It is silly libel on our teachers to think they would educate our children better if only they got a few thousand dollars a year more.

Senses:
1. definition=a state of difficulty that needs to be resolved | synonyms=job | examples=she and her husband are having problems; it is always a job to contact him
2. definition=a question raised for consideration or solution | examples=our homework consisted of ten problems to solve
3. definition=a source of difficulty | synonyms=trouble | examples=one trouble after another delayed the job; what's the problem?

reasoning_content:
*   Context: "Whether they are or are not underpaid is a <t>problem</t> of equity; it is not an educational problem."
    *   Target word: "problem"
    *   Senses provided:
        1.  A state of difficulty that needs to be resolved (synonym: job).
        2.  A question raised for consideration or solution (e.g., homework problems).
        3.  A source of difficulty (synonym: trouble).

    *   The sentence says: "Whether they are or are not underpaid is a problem of equity; it is not an educational problem."
    *   Here, "problem of equity" refers to a matter, an issue, or a question of fairness/justice that needs to be addressed or considered.
    *   It's not necessarily a "source of difficulty" (Sense 3) in the sense of a nuisance or a specific obstacle, nor is it a "state of difficulty" (Sense 1) in the sense of a personal struggle or a "job" to do.
    *   It fits best as a "question raised for consideration or solution" (Sense 2). In academic or formal writing, a "problem of [X]" often means a question or issue concerning [X].

    *   Sense 1: "a state of difficulty that needs to be resolved" (e.g., "having problems"). This usually refers to a problematic situation or personal struggle.
    *   Sense 2: "a question raised for consideration or solution" (e.g., "homework problems"). This covers mathematical problems, but also philosophical or systemic questions/issues.
    *   Sense 3: "a source of difficulty" (e.g., "what's the problem?"). This refers to the cause of a malfunction or a specific trouble.

    *   "Whether they are or are not underpaid is a problem of equity" $\rightarrow$ "Whether they are or are not underpaid is a *question/issue* of equity."
    *   This aligns most closely with Sense 2.

    *   Wait, let me re-read Sense 1: "a state of difficulty that needs to be resolved".
    *   Is "underpayment" a state of difficulty? Yes.
    *   Is it a "question raised for consideration"? Yes.
    *   Let's look at the examples for Sense 1: "she and her husband are having problems; it is always a job to contact him". These are more about interpersonal or logistical difficulties.
    *   Let's look at the examples for Sense 2: "our homework consisted of ten problems to solve". These are specific questions.
    *   Let's look at the examples for Sense 3: "one trouble after another delayed the job; what's the problem?". These are obstacles.

    *   In the phrase "problem of equity", "problem" is used as a synonym for "issue" or "matter".
    *   Comparing "issue" to the senses:
        *   Sense 1: Difficulty/struggle.
        *   Sense 2: Question for consideration.
        *   Sense 3: Source of trouble.

    *   "Whether they are or are not underpaid is a problem of equity" means the *issue* of whether they are underpaid is a matter of equity. This is a question raised for consideration.

    *   Let's double-check if Sense 1 fits better. "A state of difficulty that needs to be resolved." Underpayment is a state of difficulty. But the sentence is categorizing the *nature* of the problem ("of equity", "not an educational problem"). This categorization suggests it's being treated as a topic or a question of principle.

    *   Actually, looking at common dictionary definitions (like WordNet, which these senses seem to mirror):
        *   Sense 1 (problem as a state of difficulty) often maps to "difficulty".
        *   Sense 2 (problem as a question) often maps to "puzzle" or "issue".
        *   Sense 3 (problem as a source of difficulty) often maps to "trouble".

    *   "A problem of equity" $\approx$ "An issue of equity".
    *   "An issue" is a "question raised for consideration".

    *   Let's re-evaluate Sense 1 again. "a state of difficulty that needs to be resolved". If the author means "The fact that they are underpaid is a difficult situation that needs resolving", then Sense 1 fits.
    *   However, the structure "a problem of [category]" (e.g., "a problem of scale", "a problem of timing", "a problem of equity") usually points toward the "question/issue" meaning.

    *   Sense 1: "she and her husband are having problems" (troubles/conflicts).
    *   Sense 2: "ten problems to solve" (exercises/questions).
    *   Sense 3: "what's the problem?" (what is the cause of the trouble?).

    *   "Whether they are or are not underpaid is a problem of equity"
    *   This is essentially saying: "The question of whether they are underpaid is a matter of equity."
    *   This fits Sense 2 (a question raised for consideration).

    *   Wait, let me look at Sense 1 again. "a state of difficulty that needs to be resolved".
    *   Is "underpayment" a state of difficulty? Yes.
    *   Is "a problem of equity" a state of difficulty? Not exactly. The *underpayment* is the difficulty; the *problem of equity* is the conceptualization of that difficulty as a question of fairness.

    *   Let's try Sense 3. "a source of difficulty". Is the underpayment a source of difficulty? Yes. But "a problem of equity" doesn't mean "a source of difficulty of equity".

    *   Therefore, Sense 2 is the most logical fit.

    *   Sense 1: Difficulty/Struggle.
    *   Sense 2: Question/Issue.
    *   Sense 3: Trouble/Cause.
    *   "Problem of equity" = "Issue of equity" = "Question of equity".

    *   Sense 2.


[User]
Which numbered sense of "equity" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place. If he is competent and conscientious, he serves us well. Our teachers are not an important factor in our educational crisis. Whether they are or are not underpaid is a problem of <t>equity</t>; it is not an educational problem. It is silly libel on our teachers to think they would educate our children better if only they got a few thousand dollars a year more.

Senses:
1. definition=the difference between the market value of a property and the claims held against it
2. definition=the ownership interest of shareholders in a corporation
3. definition=conformity with rules or standards | synonyms=fairness | examples=the judge recognized the fairness of my claim

reasoning_content:
*   Context: "Whether they are or are not underpaid is a problem of <t>equity</t>; it is not an educational problem."
    *   Key phrase: "Whether they are or are not underpaid is a problem of equity".
    *   Meaning: The author is discussing whether teachers are paid fairly.

    *   Sense 1: "the difference between the market value of a property and the claims held against it" (Real estate/Financial equity).
    *   Sense 2: "the ownership interest of shareholders in a corporation" (Corporate/Financial equity).
    *   Sense 3: "conformity with rules or standards | synonyms=fairness | examples=the judge recognized the fairness of my claim" (Fairness/Justice).

    *   The context discusses whether teachers are "underpaid".
    *   Being underpaid is a matter of fairness or justice in compensation.
    *   Sense 3 (fairness) fits perfectly. Senses 1 and 2 are financial/ownership terms and do not fit the context of fair pay.


[User]
Which numbered sense of "educational" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place. If he is competent and conscientious, he serves us well. Our teachers are not an important factor in our educational crisis. Whether they are or are not underpaid is a problem of equity; it is not an <t>educational</t> problem. It is silly libel on our teachers to think they would educate our children better if only they got a few thousand dollars a year more.

Senses:
1. definition=relating to the process of education | examples=educational psychology
2. definition=providing knowledge | examples=an educational film

reasoning_content:
*   Context: "Our teachers are not an important factor in our educational crisis. Whether they are or are not underpaid is a problem of equity; it is not an <t>educational</t> problem."
    *   Target word: "educational"
    *   Senses:
        1.  relating to the process of education (e.g., educational psychology)
        2.  providing knowledge (e.g., an educational film)

    *   The sentence is: "Whether they are or are not underpaid is a problem of equity; it is not an educational problem."
    *   The author is distinguishing between a "problem of equity" (fairness/pay) and an "educational problem" (something related to the system, process, or nature of education itself).
    *   Is the "problem" providing knowledge? No.
    *   Is the "problem" relating to the process/system of education? Yes.

    *   Sense 1: "relating to the process of education" fits perfectly. An "educational problem" is a problem relating to the process or system of education.
    *   Sense 2: "providing knowledge" doesn't fit. A "problem providing knowledge" makes no sense in this context.

    *   The correct sense is 1.


[User]
Which numbered sense of "problem" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place. If he is competent and conscientious, he serves us well. Our teachers are not an important factor in our educational crisis. Whether they are or are not underpaid is a problem of equity; it is not an educational <t>problem</t>. It is silly libel on our teachers to think they would educate our children better if only they got a few thousand dollars a year more.

Senses:
1. definition=a state of difficulty that needs to be resolved | synonyms=job | examples=she and her husband are having problems; it is always a job to contact him
2. definition=a question raised for consideration or solution | examples=our homework consisted of ten problems to solve
3. definition=a source of difficulty | synonyms=trouble | examples=one trouble after another delayed the job; what's the problem?

reasoning_content:
*   Context: "Whether they are or are not underpaid is a problem of equity; it is not an educational <t>problem</t>."
    *   Target word: "problem" (marked with <t></t>).
    *   Senses provided:
        1.  A state of difficulty that needs to be resolved (synonym: job).
        2.  A question raised for consideration or solution (e.g., homework problems).
        3.  A source of difficulty (synonym: trouble).

    *   The sentence says: "Whether they are or are not underpaid is a problem of equity; it is not an educational problem."
    *   The author is distinguishing between two types of "problems": one related to equity (fairness/pay) and one related to education (the quality of learning/teaching).
    *   In this context, "educational problem" refers to a situation or issue that needs to be addressed or resolved within the educational system to improve it.

    *   Sense 1: "a state of difficulty that needs to be resolved". This fits well. The "educational crisis" mentioned earlier is a state of difficulty. The author is saying the pay issue isn't the cause of the *educational* difficulty.
    *   Sense 2: "a question raised for consideration or solution" (like a math problem). This doesn't fit. It's not a specific exercise or a formal question.
    *   Sense 3: "a source of difficulty" (synonym: trouble). This is close. Is the "educational problem" the *source* of the difficulty or the *state* of difficulty itself? Usually, "educational problem" refers to the issue/difficulty itself.

    *   Sense 1: "a state of difficulty that needs to be resolved".
    *   Sense 3: "a source of difficulty".
    *   Looking at the context: "Our teachers are not an important factor in our educational crisis... it is not an educational problem."
    *   The "educational crisis" is the overarching state of difficulty. The "educational problem" refers to the specific issue causing or constituting that crisis.
    *   If we say "the problem is the lack of funding," the lack of funding is the *source* (Sense 3).
    *   If we say "this is a complex problem," we are describing the *state* of difficulty (Sense 1).
    *   In "it is not an educational problem," the author is categorizing the nature of the difficulty. It's not a problem *of* education, but a problem *of* equity.
    *   Comparing Sense 1 and Sense 3:
        *   Sense 1: "a state of difficulty that needs to be resolved"
        *   Sense 3: "a source of difficulty"
    *   Often, "problem" in the sense of "an issue to be dealt with" aligns with Sense 1. Sense 3 is more like "the problem with this car is the battery" (the battery is the source).
    *   In "it is not an educational problem," the author is saying the issue of pay is not a difficulty *inherent to the process of education* (a state of difficulty in education).

    *   Sense 1: "a state of difficulty that needs to be resolved" (e.g., "she and her husband are having problems").
    *   Sense 3: "a source of difficulty" (e.g., "what's the problem?").
    *   Actually, looking at the examples:
        *   Sense 1: "she and her husband are having problems" -> This refers to difficulties/troubles in a relationship.
        *   Sense 3: "one trouble after another delayed the job" -> This refers to specific things that caused delays.
    *   In the text: "Whether they are or are not underpaid is a problem of equity; it is not an educational problem."
    *   The author is talking about an "issue" or a "matter of concern."
    *   Between 1 and 3, Sense 1 ("a state of difficulty that needs to be resolved") is a broader description of an "issue" or "crisis" (which the author explicitly mentions: "educational crisis").

    *   Sense 1: State of difficulty.
    *   Sense 2: Question/Exercise.
    *   Sense 3: Source of difficulty.
    *   "Educational problem" = an issue/difficulty within education. This is a state of difficulty that needs resolution.

    *Self-Correction:* Let's look at Sense 3 again. "A source of difficulty." If the author says "the problem is the pay," then pay is the source. But he says "it is not an educational problem," meaning the *situation* is not a difficulty *of* education. This points more towards Sense 1.

    Wait, let's re-read Sense 1's example: "she and her husband are having problems". This is very similar to "we have a problem".
    Sense 3's example: "what's the problem?" (meaning what is the source of the trouble).

    In "it is not an educational problem," the author is identifying the *category* of the difficulty. This fits "a state of difficulty that needs to be resolved" (Sense 1).

    *Double check:*
    Sense 1: state of difficulty.
    Sense 2: question/puzzle.
    Sense 3: source of difficulty.

    "Educational problem" = a difficulty in education.
    "Problem of equity" = a difficulty regarding equity.
    These are states of difficulty/issues.

    Final choice: 1.


[User]
Which numbered sense of "teacher" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place. If he is competent and conscientious, he serves us well. Our teachers are not an important factor in our educational crisis. Whether they are or are not underpaid is a problem of equity; it is not an educational problem. It is silly libel on our <t>teachers</t> to think they would educate our children better if only they got a few thousand dollars a year more. It is the kind of libel the teachers' unions do not mind spreading, for their own narrow purposes.

Senses:
1. definition=a person whose occupation is teaching | synonyms=instructor
2. definition=a personified abstraction that teaches | examples=books were his teachers; experience is a demanding teacher

reasoning_content:
*   Context: A passage discussing teachers in the context of education, comparing them to family doctors, mentioning their pay, educational crisis, and teachers' unions.
    *   Target word: "teachers" (marked with `<t></t>`).
    *   Senses:
        1.  A person whose occupation is teaching (instructor).
        2.  A personified abstraction that teaches (e.g., books, experience).

    *   "In this sense, a teacher can be compared to one's family doctor." (Comparing a person to another professional person).
    *   "If he were brilliant, he probably would not be a family doctor..." (Referring to the person).
    *   "Our teachers are not an important factor in our educational crisis." (Referring to the people employed to teach).
    *   "Whether they are or are not underpaid..." (Referring to employees receiving a salary).
    *   "...libel on our teachers to think they would educate our children better if only they got a few thousand dollars a year more." (Referring to people receiving pay to educate children).
    *   "...teachers' unions..." (Unions are for workers/employees).

    *   Sense 1: A person whose occupation is teaching. (Fits perfectly: they are paid, they have unions, they are compared to doctors).
    *   Sense 2: A personified abstraction. (Does not fit: books or experience don't have unions or get paid salaries).

The correct sense is 1.