This dictionary was compiled and published in Calcutta, a major intellectual and cultural hub of British India, by the Calcutta School-book and Vernacular Literature Society. The Society was established to promote vernacular literature and education, reflecting the colonial administration's interest in codifying and supporting Indian languages for educational and administrative purposes. The dictionary was intended as a practical tool for schools, providing definitions, vocabulary, and usage of Hindi words to support students and educators in mastering the language.

The dictionary's publication in 1863 marked a milestone in the development of Hindi as a language of instruction and scholarship. At a time when English and Persian had dominated official and educational domains, the dictionary helped legitimize Hindi, making it more accessible to a wider population. It supported the spread of literacy and education in Hindi-speaking regions and provided a foundation for further linguistic and literary development. The dictionary also aided teachers and students by offering a reliable reference that could be used consistently across schools.

Language Standardization: The dictionary contributed to the standardization of Hindi vocabulary and spelling, which was critical for its use in formal education and official communication.Educational Utility: It was designed specifically for school use, emphasizing clarity, accessibility, and pedagogical value.Promotion of Vernacular Languages: The dictionary was part of a broader movement to elevate vernacular languages like Hindi, alongside Sanskrit and Bengali, in literary and academic contexts.Cultural Identity: By codifying Hindi, the dictionary played a role in fostering a sense of linguistic and cultural identity among Hindi speakers.

The dictionary holds considerable cultural significance as it contributed to the preservation and propagation of Hindi during a period of cultural and political change in India. Its publication coincided with rising nationalist sentiments and efforts to assert Indian languages and culture against colonial dominance. By facilitating the learning of Hindi, the dictionary helped nurture a linguistic nationalism that was integral to the broader Indian independence movement. It also reflected the intellectual efforts of Indian scholars and educators to reclaim and promote indigenous languages and knowledge systems.

Educational Impact: The dictionary became a key resource in schools, improving Hindi literacy and education quality.Linguistic Unification: It helped unify diverse dialects and vocabularies under a standardized form of Hindi, aiding communication and cultural cohesion.Nationalist Movement: By promoting Hindi, it indirectly supported the rise of Hindi as a symbol of national identity and pride during the late 19th and early 20th centuries.Cultural Renaissance: The dictionary was part of a larger cultural renaissance that saw the revival and modernization of Indian languages and literature, influencing subsequent literary and scholarly works.

The 1863 Hindi Dictionary published by the Calcutta School and Vernacular Literature Society's Press is a landmark work in the history of Hindi language development. It played a crucial role in standardizing Hindi vocabulary, supporting education, and fostering cultural identity at a time when India was undergoing significant social and political transformations. Its legacy is reflected in the continued prominence of Hindi as one of India’s principal languages and its role in shaping modern Indian linguistic and cultural consciousness. The dictionary not only served immediate educational needs but also contributed to the long-term project of linguistic nationalism and cultural revival in India.