This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.

In the years after World War II, the Japanese government also instituted a series of orthographic reforms. Some characters were given simplified forms called shinjitai 新字体 (lit. "new character forms", the older forms were then labelled the kyūjitai 旧字体, lit. "old character forms"). The number of characters in common use was restricted, and formal lists of characters to be learned during each grade of school were established, first the 1850-character tōyō kanji 当用漢字 list in 1945, the 1945-character jōyō kanji 常用漢字 list in 1981, and a 2136-character reformed version of the jōyō kanji in 2010. Many variant forms of characters and obscure alternatives for common characters were officially discouraged. This was done with the goal of facilitating learning for children and simplifying kanji use in literature and periodicals. These are simply guidelines, hence many characters outside these standards are still widely known and commonly used, especially those used for personal and place names (for the latter, see jinmeiyō kanji),[citation needed] as well as for some common words such as "dragon" (Japanese kana: たつ, Rōmaji: tatsu) in which both the shinjitai 竜 and the kyūjitai 龍 forms of the kanji are both acceptable and widely known amongst native Japanese speakers.
What did the Japanese government institute?