feat(example): add per-entity LLM evaluations for 985 WoN entities (S3.3)

Batch evaluation of all 988 entities via OpenRouter. 984 succeeded on
first pass; 3 failed (network errors). eval-summary --update-metrics
written with per_entity_mean=3.9556.

Viability dashboard: 6/6 PASS
  redundancy_ratio   0.0061  (max 0.10)
  coverage_ratio     0.6190  (min 0.40)
  coherence_comps    0.0000  (max 3)
  consistency_cycles 0.0000  (max 0)
  granularity_entropy 2.6748 (min 1.0)
  per_entity_mean    3.9556  (min 3.5)

Dimension breakdown (mean across 985 entities):
  definition_precision  3.62
  source_grounding      4.36
  domain_placement      4.56
  vsm_relevance         3.31
  explanatory_value     3.94

Co-Authored-By: Claude Sonnet 4.6 <noreply@anthropic.com>

examples/infospace-with-history/output/evaluations/public_education_institutions.md

@@ -0,0 +1,64 @@
+---
+entity_slug: public_education_institutions
+evaluator: null
+evaluated_at: '2026-02-23T06:12:26.094236'
+overall_score: 4.2
+scores:
+- name: definition_precision
+  value: 4.0
+  max_value: 5.0
+  rationale: The definition clearly identifies public education institutions as organizations
+    established by public authorities for systematic instruction, with specific examples
+    provided. While comprehensive, it could be slightly more precise about what distinguishes
+    "systematic instruction" from other forms of knowledge transfer.
+- name: source_grounding
+  value: 5.0
+  max_value: 5.0
+  rationale: This entity is directly grounded in Smith's extensive discussion in Book
+    V, Chapter 1, where he examines public institutions for education as part of the
+    sovereign's duties. Smith specifically analyzes schools, universities, and religious
+    instruction as public responsibilities.
+- name: domain_placement
+  value: 5.0
+  max_value: 5.0
+  rationale: The placement in "General Theory" is appropriate as Smith treats public
+    education institutions as fundamental components of his broader theoretical framework
+    about the proper role of government. This fits his systematic analysis of public
+    goods and sovereign duties.
+- name: vsm_relevance
+  value: 3.0
+  max_value: 5.0
+  rationale: This entity has some VSM relevance as it relates to S4 (intelligence/adaptation)
+    through knowledge creation and transmission, and S5 (identity/policy) through
+    societal value formation. However, the mapping is not as direct as operational
+    economic mechanisms would be.
+- name: explanatory_value
+  value: 4.0
+  max_value: 5.0
+  rationale: The entity provides significant explanatory value by illuminating Smith's
+    analysis of how societies should organize knowledge transmission and skill development
+    through public institutions. It reveals important structural relationships between
+    government, education, and economic development in Smith's framework.
+---
+
+# Evaluation: Public Education Institutions
+
+## definition_precision — 4.0 / 5.0
+
+The definition clearly identifies public education institutions as organizations established by public authorities for systematic instruction, with specific examples provided. While comprehensive, it could be slightly more precise about what distinguishes "systematic instruction" from other forms of knowledge transfer.
+
+## source_grounding — 5.0 / 5.0
+
+This entity is directly grounded in Smith's extensive discussion in Book V, Chapter 1, where he examines public institutions for education as part of the sovereign's duties. Smith specifically analyzes schools, universities, and religious instruction as public responsibilities.
+
+## domain_placement — 5.0 / 5.0
+
+The placement in "General Theory" is appropriate as Smith treats public education institutions as fundamental components of his broader theoretical framework about the proper role of government. This fits his systematic analysis of public goods and sovereign duties.
+
+## vsm_relevance — 3.0 / 5.0
+
+This entity has some VSM relevance as it relates to S4 (intelligence/adaptation) through knowledge creation and transmission, and S5 (identity/policy) through societal value formation. However, the mapping is not as direct as operational economic mechanisms would be.
+
+## explanatory_value — 4.0 / 5.0
+
+The entity provides significant explanatory value by illuminating Smith's analysis of how societies should organize knowledge transmission and skill development through public institutions. It reveals important structural relationships between government, education, and economic development in Smith's framework.