International Journal of Sanskrit Research 2025; 11(1): 39-45

ISSN: 2394-7519 Geometry from vedic rituals to school mathematics:

IJSR 2025; 11(1): 39-45
© 2025 IJSR Postulates and content
www.anantaajournal.com
Received: 28-11-2024
Accepted: 02-01-2025 Dandapani Gautam, Leknath Sharma, Dineshraj Panta and Jayanta
Acharya
Dandapani Gautam
Ph.D. Scholar, Nepal Sanskrit
University, Sukuna Multiple DOI: https://doi.org/10.22271/23947519.2025.v11.i1a.2546
Campus Morang, Nepal
Abstract
Leknath Sharma This article explores the geometric knowledge from the Sulba Sutra and its relevance to school geometry
Tribhuwan University Campus, using historical research methods collecting historical documents and analyzing them. Key assumptions,
Dept. Mathematics Education, theory, theorems and practices were taken from Vedic texts Sulba Sutra and school mathematics texts. It
Kirtipur, Kathmandu, Nepal examines key assumptions (Postulates) of Vedic ritual geometry, such as the construction of altars using
precise proportions, alongside the Jatya Tribhuj (early right-angled triangle) and the Bhoja Koti Karna
Dinesh Raj Panta Nayana (Sulba theorem on right-angled triangles). Additional topics include shape transformations,
Nepal Sanskrit University, symmetry, and the use of mean proportion. The research traces the mathematical content in various Sulba
Balmaki Vidyapeeth Sutras and their historical development. Similarly, a correlation of contents in school mathematics was
Kathmandu, Nepal established logically.
The study concludes that Vedic ritual geometry's principles align with fundamental school geometry
Jayanta Acharya topics. Incorporating these concepts into school curricula can enhance students' engagement and
Nepal Sanskrit University, understanding by linking abstract mathematical ideas to historical and cultural practices. This approach
Balmaki Vidyapeeth
promotes hands-on, inclusive learning, blending ancient geometric knowledge with modern education for
Kathmandu, Nepal
a culturally responsive teaching framework.

Keyword: Vedic geometry, sulba sutra, bhoja – koti - karna – nayana sutra

Introduction
The word Sulba stems from the root Sulwa means to measure. The etymological derivation of
the word can be presented from three ways; act of measuring, instrument of measuring and
result of measuring. The Kalpa Vedanga, one of the six Vedangas, consists of four different
sections of ritual literature: Shrauta, Dharma, Ghriya and Sulbha Sutras. In the earlier periods
Srauta Sutras used to be understood as, "rules governing Sacrificial rites". This is because the
Sulba Sutras contain the rites of performing rituals and construction manuals of different
Agnikundas for the ritual performances. Now a days the word Sulba is understood as a rope
used to lay out Yagyakundas or Agnikundas or Firealters. Siriniva (1967, p. 07) [13] writes that
the name “Sulba Sutra is the ancient name of geometry in Vedic Culture. It may be because the
Sulba means the chord and all measuring was done using it”.
Datta (1932) [1] has written the four different meanings of the term 'Sulba Sutra' namely
mensuration, line or surface, a measure and geometry. According to Datta, mensuration means
act and process of measuring; similarly, line or surface means the result obtained by
measuring, a measure means an instrument of measuring, and geometry means the art of
measuring. Now question arises, why the term Sulba Sutra is used for different meaning
connected to measurement? The only answer is that ritual performance activities needed space
construction are connected to geometrical shapes and geometrical metric properties are used in
construction. This is explained in Sulba Sutra. Hence to perform rituals with the use of
geometrical properties is required. For example, construction of square with an of area 576 sq.
Corresponding Author:
anguls is basic shape and transforming the area of square into circle and semicircle with
Dandapani Gautam maintaining the area equal square are the use of geometrical properties in Vedic rituals. Angul
Ph.D. Scholar, Nepal Sanskrit is nonstandard unit of measurement used in Vedic ritual, in which 24 angul is one sixth of the
University, Sukuna Multiple total height of a ritual performer taken from toes to the tip of the middle finger when raised
Campus Morang, Nepal both hands up. According to Datta, Sulba is the measuring tape called Rajju and the word
Sulba is used in the sense of “a line.
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The word ‘Sulba’ derived from the Sanskrit root ‘Sulab’ rituals but Geometrical knowledge used in the ritual of Vedic
meaning “to measure” came to mean the chord employed in culture are mentioned on ancient Vedic texts like Sathapatha
measuring for the construction of Agni Kunda while Bhramana - II, Sulba Sutras and Sanskrit texts Kundamandip
performing Vedic rituals. Garjar (1947 P.14) writes that the Siddhi. This study is based on the ancient texts so based on
word ‘Rajju’ is used in the Sutras to measure the chord but historical method and explorative in nature.
not the word Sulba. Thus, the word Sulba Sutra is interpreted The above discussion creates some questions like; when the
as the science of dealing with the rules of sacrificial rites but geometry used in Vedic rituals called Vedic geometry
not the rule of chord. This shows that the meaning of the word developed? What are the geometrical activities on the Vedic
Sulba Sutra is not limited only to the rule of string or Rajju, It rituals found in Vedic texts Sulba Sutras? If the different
contains boarder meaning. Agnikundas of prescribed shape is to construct in exact shape
The two Sanskrit words 'Sulba' and 'Rajju' mans a rope or a and measurement then what are the geometrical shapes to be
chord. The root of the word Sulba is ‘Sulb’ means to measure, constructed exactly requires to construction Agnikundas?
so the etymological significance is measuring work related to Does the construction align or differ from the principles of
measurement of things or ground on the earth. The above Euclidean geometry taught in the school today? With the
discussion insights that the word Sulba is used in different objective of finding the answer of the questions the following
works nature like a thing (instrument) to measure, the unit of discussions is made.
measurement, result of measurement and consequently a line
or surface. Thus, the meanings of the word Sulba can be Vedic texts and place of Geometry
viewed from four different aspects; Mensuration—the act and Vedic literatures are divides into four strata or layers –
process of measuring, line or surface—the result obtained by Chhandas, Mantras, Brahmana, and Sutra and each stage of
measuring, a measure—the instrument of measuring, development must have lasted, at least for a few centuries
Geometry—the science of measurement. before it passed it into the text (Tilak 1925, p.2) [14]. It is
Mention of a linear measure called ‘Rajju’ is found in the mentioned on the ancient Vedic text Sathapatha Bhramana to
Apastamba - Sulba, Manava-Sulba, Arthasastra of Kautilya, offer materials on Agni at suitable time (‘Sahit or
and later on in the Silpa – sastra. In fact, in ancient Vedic Shuvamuhurtha’) when Kritika Nakshtra will appear in the
period, there were three kinds of measures—linear, East (Sathapatha Bhramana – II;1ka,2pra,1bra.). This shows
superficial, and voluminal (geometry) with the name Rajju. that the geometric content mentioned in Vedic text Sathapatha
Bramana are dated before Kritika Nakshatra. Dikshit (1957) [2]
As Raju is used in all thre kinds of measures, a critical
writes that Kritika Nakshatra. appeared in the east before
question appears what could be the common ideas that 1068 B.C. This evidence gives that use of geometry in the
interprete the meaning given in different Sulba Sutras. Vedic rituals was in practice before 3068 B.C. Agnikundas,
Datta (1932, p.20) [1] writes that “each sacrifice must be made are necessary construct in Vedic rituals, need to construct
in an Agnikunda (Fire alter) of prescribed shape and size. with the side length of square either 24 or 30 or of 36 anguls
Even a slight irregularity and variation in the form and size of or multiples of these units (as necessity of the size of
the alter/Agnikundas, will nullify the object of the whole Agnikunda)) then transformed other desire shapes. As
ritual (aim of the ritual) and may even lead to an adverse mentioned on Satapatha Brahmana, while creating fire and
effect” to the performer. To keep correct shape and size of placing in Agnikukunda mantras on Gyatri Chhanda of 24
Agnikunda/alter, the science of size and shape is important to letters is pronounced assuming that the God Agni prefers
priest who guide the ritual. Sulba Sutras describes the Gyatri Chhanda. Similarly, Mantras of 36 letter called Brihiti
geometric principles to construct place of ritual performance Chhanda, pounced to go heaven because it is believing gods
called Vedi, Mandap and Agnikunda. like Gyatri Chhanda to go heaven. Similarly, Mantras on Birat
Chhanda are of 30 letters and the mantras of Birat Chhanda
Objective of the study are pronounce to maintain prestigious life of the god' society.
The overarching objective is to search interface between the The line joining the points at 36 units right and 15 units below
two geometrical system – The Vedic geometric and school from the centre of line joining the four directions: east, west,
geometry – to figure out the similarity and differences in north and south is of length 39 units (Satapatha Brahmana
geometrical ideas and the pedagogical value in integrating II;3ka.4 pra,1bra). The Sanskrit texts Kundamandip Siddhi
Vedic geometrical contents and process in learning school (2017) [6] used the term ‘cardinal directions’ for the line
geometry and applications. Elaborating this overarching joining the four directions. Cardinal directions make
objective, the following objectives are the focus of the study: perpendicular to each other so are as rectangular coordinate
1. To locate the period of development of Vedic geometry axis of modern school geometry. So, the triangle of sides 36
and modern school geometry through the analysis of and 15 units along cardinal direction and the third side with
historical documents. 39 units is a right-angled triangle mentioned in the Vedic text
2. To compare and analysis the geometrical shapes, sizes (Satapatha Brahmana) because the two sides are along
properties used in Vedic rituals as explained in Sulba perpendicular lines and third side 39 is hypotenuse can be
Sutra and equivalent contents in school geometry. observed by the Bhuja- Koti - Karna - Nayana Sutra. That is
3. To explicate geometrical system in Sulba Sutra and 39 = √(15)2 + (36)2 , This right-angle triangle is named as
compare with School Geometry while connecting Jatya Tribhuj by Bhaskara II. (1150) on his work Lilawati.
different shapes and size. This shows that Vedic rituals use geometrical knowledge like
4. To examine the pedagogical value of Vedic geometry perpendicular lines (Cardinal Directions), Right angle triangle
integration in teaching of school geometry. and its relations of side length and square of side length
anyone of 24,30 and 36 or sub- multiples. This practice on
Methodology Vedic rituals is from ancient time and documented on the
The method is the scientific way by which research Brahmana before the development of Sutras. The chronology
systematically gains knowledge about a certain cause and of Mathematics in Vedic era is presented in the following
effect issue. Sence there are different texts related to Vedic table.
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Table 1: The chronology of history mathematics vedic era

Period (B.C) Main Historical Events Mathematics Mathematicians
The Indus Valley civilizations, Harappa
Lothal, and Mohenjo -Daro [Source; Weight, Brick technology influenced the construction
3000 – 1500
archaeological excavations between 1921 of Vedic alters (Agnikundas) in the next period.
and 1923]
Development of Vedangas and Sulba Sutras, Baudhayana,
Formations of Codes of Manu, Recording
1500 – 500 Problems of Astronomy, Arithmetical problems, Apasthamba,
of Vedas and Upanishads
Vedic Geometry Katyayana
Source: (Joseph,2008; page 313 – 314) [5]

As discussed previously with referencing Sathapatha (2024) says initially Vedic texts were not reader friendly
Bhramana – II(1ka,2pra,1bra) and Dikshit (1957) [2], geometry because of its abstract nature, so to make them readers
in the Vedic rituals was in practice before 3000 B.C.E., This friendly different authors made commentaries on Sulba Sutras
table also shows the construction of Agnikunda from 3000 and their commentaries are now a day recognize by their
B.C. Later mathematicians Baudhayana, Apasthamba, and names (Panta, personal communication, April 8, 2024). Next
Katyayana made the sutras simple through elobrations and question, what were the contents of geometry in the Suba
carried out by their names like Baudhayana, Suba Sutra, Sutras? Following table gives the geometrical contents found
Apasthamba, Sulba and Sutra Katyayana Sulba Sutra. Panta on Baudhayana Sulba Sutra.

Table 2: Topics in Baudhayana Sulba Sutra

Sanskrit Name Their English Equivalent Meaning
Mana means measurement, Rekhamana means length of a part and Rekhamana Paribhasa means
Rekha - mana Paribhasa
units of linear measurement
Sastra means side and Chaturstra means four sides so Chaturshrakaranoparya means Construction
Chaturshra – karano - parya
of four-sided figure like squares, rectangles
Karani refers to square root, kramnyayanayanam refers to, how do we find the square root of non-
Kramnya - yanaya - nam
square number
Chhetra – kara - parinaama Area preserving transformation of geometrical figures. For this we need to know the value of Pie.
Nana – widhawedi - wiharam Plan for different sacrificial ground (Darsa, Pasubanda, Sutramani, Agnistoma)
Agrina Pramana kshetra - maanam Areas of the Sacrificial fires (Aagni kunda/ alters)
Eestaka Sankhya Pariman - arya kathanam Choosing clay, sand in making bricks
Estako - padhane Getyad - inirya Process of manufacturing the bricks
Estako - padhan Prakara Describing the shape of Syenaciti
Shyena - chidadakara Niru - panam Describing the shape of Syena citi
(Ramasubramanian, 2013,18:45) [10]

The table shows geometrical knowledge mentioned in the square called “Bhuja – Koti – Karna – Nayana” or Sulba
Sulba Sutra is related to the constructions of square, circle, theorem as mentioned on different Sulba Sutras are as
triangle, rectangle and trapezium and construction of follows.
Agnikundas on these shapes. The deformation of one figure in
to the other having the area same and to divide the figure into "Dirgha – chaturshas - trasya Akshnaya Rajju: Parswa mani
the equal parts was the main principle of Sulba Sutra, because Tiryanga Mani cha yat
the desired shapes of Agnikundas was constructed with the Prithagbhute kurtah tadubhayam karoti"
help of square. Now other concern is tools and the procedures (Baudhayana Sulba Sutra; BSS 1.12)
of constructions were practiced then. How straight line is
constructed? How its perpendicular constructed? The answer "Dirghachaturshastrasya Akshnaya Rajjuh Parswa mani
of these questions is mentioned as follows. Tiryanga Mani Cha Yaat
Prithagbhute Kurta: Tadubhayam Karoti Iti Kshetra
“Same Shanku Nikhaya Shankasimmitya rajjwaa mandalam Gyanam"
parilikhya yatra lekhyoh shankgrachhaya nipatati tatra (Kathyanaya Sulba Sutra; KSS.2.7)
shanku nihanti sa prachi”.
(Kathyanaya Sulba Sutra; KSS.1.2) Meaning: Dirgha – chaturshas (Rectangle) Akshnaya Rajjuh
(Diagonal rope) Parswa mani (The measure of the lateral side)
Explanation: Same (In a horizontal plane), Shanku (stick), Tiryanga Mani (The measure of the perpendicular side),
Nikhaya (fixing stick), Shankasimmitya rajjwaa (choose a prithg – bhute kurata - sta - dubhayam kartoi (divides into two
rope of appropriate length) mandalam parilikhya (circle to be equal parts). The Sutras of given by Baudhayana and
drawn taking centre at a pole/stick) shankgrachhaya nipatati Kathayana show that there are only two differences; the
tatra shanku nihanti, sa prachi. (Fix a pole on a levelled phrase “Iti Ksetra Ganam” has been added by Kathayana.
ground and draw a circle with a chord taking the centre at the This phrase “Iti Ksetra Ganam” means this is the area to be
pole. Fix pins at points on the line of the circumference where understood. The same topic is mentioned in Manava Sulba
the shadow of the tip of the pole falls. The like joining the two Sutra as below;
pins is East – west line. Now the line joining the intersection
of two circles drawn at the end points of the East – West line “Aayamam aayamam Gunam wiataram wistrana tu
is perpendicular line and both are Cardinal directions. Now Samasya bargamulam yat karna tawdido biduh.”
the construction of squares on the sides and hypotenuse of a (Manava Sulba Sutra; MSS 3.3.1.10)
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Meaning: Aayamam - aayamam Gunam (The length Propositions of Vedic ritual geometry
multiplied itself) wiataram wistrana tu (And indeed, the Propositions are the statements that express a judgement or
breadth by itself) Samasya bargamulam (The square root of opinion (Dictionary of Oxford Language,2002). In other word
the sum) yat karna (That is hypotenuse) tawdido biduh (Those they are premise or postulation. In mathematics propositions is
versed in discipline say so). Khadikar (1996) mentions the a statement that tells relations of different concepts of
period of Manava Sulba Sutra 650 B.C – 300 B.C. The /variables/constructions, and it is either true or false. Axioms,
discussion is of before Edclid (c.320B.C.) postulates, theorems, lemma etc are the propositions. All
This discussion shows that the Sulba Rule called ‘Bhuja – koti verses are also a proposition in Vasic geometry. The term
– Karna – nayaya’ has been clarified by different postulates are directly not used in the geometrical knowledge
commentators of Sulbasutras like Baudhayana and Katyayan, mentioned in Sulba Sutra. To apply geometrical knowledge in
the Vedic rituals, and for the constructions, Gurjar (1947) [4]
Apastamba and Manava in the early Vedic period. Observing
writes that there should be some assumptions and requires pre -
the explanations made from Baudhayana to Manava it is knowledge of geometry. Kulakarmi (2000) [8] writes that Sulba
clearly reflects that the ‘Bhuja – koti – Karna – nayaya’ sutra Sutra also gives the principle of Bhumiti (Measurement of
of on Vedic text Sulba Sutra has the same characteristics as Bhumi) and Bhaumitiya (geometrical creates or creations) like
today’s Pythagorean theorem of school geometry. Verse was shapes, size and number of bricks and information to construct
a primary medium for encoding mathematical knowledge Agnikunda. To construct such geometrical shapes,it requires
Eastern Mathematics like Vedic texts Sulba Sutras or works pre - assumptions on geometrical knowledge requires. The
by Aryabhata and Bhaskara. In contrast, western mathematics assumptions/ Parakalpana (Axioms) is mentioned in those
generally transitioned to prose – based explanations and Sulba Sutras.
symbolic notation earlier eastern traditions.

Table 3: Geometrical Postulates (Bhaumitik Parikalpana) of different Sulba Sutras

Mathematical Computations Reference on Sulba Sutra
BSS: Baudhayana Sulba Sutra
SN. Bhaumitik Parikalpana is Postulates or axiom of in a context of Vedic ritual works as in MSS: Manawa Sulba Sutra
Euclidean geometry. ASS: Apasthamba Sulba Sutra
KSS: Kathyanan Sulba Sutra
ASS – 1.13,1.7,1.12,2.2,4.7.7.10,12.11,12.15
A rope can be divided in to equal number of parts. BSS - 1.30,1.32,1.58 – 60,1.68 – 69,2.64,2.67
1
MSS - 10.1.11,10.1.2.4,10.1.4.7,10.3.3.3
KSS - 1.12 -14,1.27,1.29,3.14
2 Construction of figures equal in area to given circle with the help of diameter. BSS – 2.74 - 77
BSS - 1.46 – 47,
3 Construction of figures equal in area to a given square. ASS – 3.11 – 12,3.15 – 16,3.19 – 21
KSS - 3.6,3.8 - 10
BSS - 1.52,4.41
4 Diagonal of square and rectangular divides the figure in to two equal parts. ASS -3.1
KSS – 3.4
5 Diagonals of Square and rectangle makes four divisions similar figures equal. BSS - 4.4
BSS – 4.111 – 122, KSS – 2.6,
6 Diagonal of Samachaturvuj [ Square & Rhombus] bisect at right angle. MSS - 10.1.2.6 – 7
ASS – 6.18 – 19
KSS – 2.6,4.6
7 Sides of square cuts as right angles. MSS- 10.1.2.6 – 7
ASS – 6.18 - 19
The vertex of an isosceles triangle if joined to the mid-point of the base divides the KSS – 3.4.,4.7
8
triangle in to two similar parts having equal in area BSS- 4.62
The midpoint of side of a square if joined to the opposite angles the triangle so formed BSS 1.56 MSS – 10.3.6.3
9
is half in area of the square. ASS- 12.8
BSS 1.57 MSS – 10.3.6.4
The line joining the midpoints of a square is also a square and half in area of the given
10 ASS 12.12. – 14
square.
KSS – 2.6
BSS 1.57 Mss – 10.3.6.4
The line joining the midpoints of a rectangle is a samachaturbhuj (square or rhombus)
11 ASS- 12.13. – 14
and half in area of the given rectangle.
KSS – 4.6
The area of circle with the length of diameter equal to the diagonal of a square is
16 MSS – 10.1.1.8
double of the area of square.
Source: [Kul Karni, 2000 , Page, xxviii – x xxxv; collection from Baudhayana, Manawa, Apasthamba, Kathyanan Sulba Sutra]
[8]

The proof of the propositions of Vedic geometry are Parikalpanas) were not discussed by the mathematicians in the
demonstrable. Datta writes that; “Each of the propositions of later ages? The following discussion are made about the place
Vedic geometry is demonstrable i.e. demonstration of the of geometrical works on Sulba Sutras.
results of each statement is possible, but there are no formal
proofs as it is done in Euclidean /school geometry by purely Place of Geometrical works in different Sulba Sutra
using deductive reasoning. In addition, he writes that the Baudhayana Sulba Sutra gives the Bhumiti (Measurement on
geometry used in the Vedic ritual is wholly practical without earth or Bhumi) and configurations to construct different
any semblance of demonstration. Now question comes like; Agni, Mandap and Vedi. Related to content of Sulba Sutra
Why the propositions of Vedic geometry (Bhaumitiya Gurjar (1947) [4] writes that the ‘Bhuja – koti – Karna –
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nayaya’ Sutra is a Sulba Theorem (now wrongly known as provide accurate approximations for values like √2 and
Pythagoras theorem) with its accompanying properties. Gajur methods to transform shapes, such as converting a square into
has not mentioned abut, how Pythagoras developed the an isosceles trapezium or finding circles equal in area to given
theorem? Also, can there may not be same ideas among the squares. These contributions highlight the Sulba Sutras' blend
people of different time? How Pythagoras triples were defined of ritualistic, cultural, and mathematical significance, offering
and why not Vedic geometric triples cannot define? The valuable insights for modern geometry education. The
Sulba Sutras demonstrates the geometric knowledge through different chapters and its topic related to geometry in different
techniques like drawing perpendiculars and bisectors, Sulba Sutras. The following table represents the geometric
constructing figures with equal areas, and finding mean knowledge mentioned in different Sulba Sutras.
proportional, which were vital for Vedic altar designs. They

Table 4: Geometrical Content in Baudhayana Sulba Sutra

Aadhayas
S.N. Description related to the information about
(Chapters)
Measure of length unit, configuration to construct different Agni Kundas having Bhaumitiya aakrities (Term rectilinear figures
1 Frist
used to denote plain figures.)
2 Second Measure to construct square shapes inside circles and their areas for different sized Aagni Cities
3 Third Size of two different types of square shaped Shyn citi and measure of bricks to construct it.
Measures to construct the different parts like head, wings of Shyn citi (shape of bird) in trivujakar (Triangle) or
4 Fourth
Samachaturvuja (square or rhombus) shape and measure of bricks to construct it.
5 Fifth Measures of two Rathachaktra citi (circular wheel shaped)
6 Sixth Measure to construct square shaped Drowna Citi
7 Seventh Measure to construct the circular shaped Drowna Citi
8 Eighth Measures to construct Shamshan citi in trapezium for
9 Nineth Construction manuals of Kurma citi
10 Tenth Construction manuals of Kurma citi
Source: [Kulakani, 2003, Pp.1 – 114]

Table 5: Geometrical Content in Manaba Sulba Sutra

S.N. Chapters Description related to the information about
Measurement of construction manuals square shaped of Shyena citi, Kanka citi, Ajal Aagni citis having the area of 7.5
1 Shulba sq. Purusa and Rathachakra citi of 21.5 sq. Purusa. Descriptions manuals to construct brick. Construction manual of
circle having equal area in square and rectangles. Description of √2.
Measurement of construction manuals square shaped of Shyena citi, Kanka citi, Ajal aagni citis having the area of 7.5
2 Utherestak sq. Purusa and Rathachakra citi of 21.5 sq. Purusa..Descriptions manuals to construct brick. Construction manual of
circle having equal area in square and rectangles. Description of √2.
Measurement of construction manuals square shaped of Shyena citi, Kanka citi, Ajal aagni citis having the area of 7.5
3 Waisnaw sq. Purusa and Rathachakra citi of 21.5 sq. Purusa..Descriptions manuals to construct brick.Construction manual of
circle having equal area in square and rectangles. Description of √2.
Source: [Kulakarni ;2003, Pp.127 – 203]

Table 6: Geometrical Content in Apasthamba Sulba Sutra

Patal Khanda
Description on
(Chapters) (Sections)
Information about Bhumitiya:
1 1-3
Bhumitiya denotes different Aakrities (plain figures having faces required to construct Aagni kundas)
Measures required to construct Garhapatya Agni, Ahavaniya Agni and Dakshinagni and distances between them for
2 4-5
placement.
3 6 - 10 Construction manuals of bricks for Garhapatya Agni
4 11 - 14 Shape and construction measure of Shyn citi and Agni Citi with area
5 15 - 21 Measures of Square shaped Shyn citi and description of bricks to construct it
6 12 - 14 Measure to construct Drowna Citi,Ratha Chakra Citi, Shyn citi and methods to construct bricks
15 - 20 Described the two types of Shynciti in birds shape and its construction manuals.
7
21 Description of Kanka Citi and Aajal citi and Asmavedia citi in brief.
Source: [Kulakarni,2003]

Table 6: Geometrical Content in Kathyan SulbaSutra

Kandika (Sections) Description on Sutras
Descriptions to find directions using Shanku or Sunlight. Description of Bhaumitik words like square, rectangle,
1
triangle. Measure to construct Garhapatya Agni, Ahavaniya Agni and Dakshinagni
2 Measures to construct different types of Vedi. Construct a square having one third of given square.
Construct a square equal in area to the sum of two squares of different area and difference of two squares of different
3
squares.
4 Construction manuals and required Bhumiti for Rathachhakra (Kamya) Citi.
5 Construction of square having 7.5 square purusha.
Source: [Kulakarni,2003]

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Before the existence of Bhaumitiya parikalpamas the different based on areas. Now questions like; whether there was use of
practices of geometrical constructions related to area, volume any formulas related to calculate areas of geometrical figures
could have made to construct different Agnikundas in desired or mentioned on the different Sulba Sutras? The following
shape in equal area. To maintaine the area equal in different tables shows the different sutras to find areas mentioned in
shaped geometrical figure there most have much different Sulba Sutras.
experimentations through constructions and observations

Table 6: Sutras to finds areas

S. N Figure Formula to find area Reference
1 Square or rectangle Product of length and breadth MSS- 10.2.5.5,10.3.2.11
2 Right angle triangle Half the product of lambarup sides. (perpendicular) MSS- 10.3.2.12
3 Ghan phal (Volume) of Ghan (Cube) Product of the Area of one face and its width MSS- 10.3.1.6
BSS - 1.60,
13
A square with side length times of diameter of MSS - 10.3.2.13
4 For the equal area of square and circle 15
circle are equal in area. ASS -3.6-8
KSS -3.14
Radius of circle = half of the side length of square BSS-.1.58,
1
5 For the equal area of square and circle + (Half of Diagonal of square – half of the side MSs - 10.1.1.8,10.3.2.10 ASS – 3.2 -5
3
length of square) KSS - 3.13
Source: [KulKarni. 2000 [9] Pp, xxviii – x xxxv.]

The table shows that there was the use of formula to find the = (2𝐶𝐷)2 + (𝐶𝐺)2 [ because AC = 2CD]
area of square of circle, square, rectangle and right-angled = 4(𝐶𝐷)2 + (𝐶𝐷)2
triangle. Now question comes like: what is the main principle = 5(𝐶𝐷)2
of the construction of this geometrical figure? The answers of Therefore, the diagonal AG = √5.CD
these questions can be found from the following discussions. Similarly, the diagonal GD of the square CDEG will
be(𝐺𝐷)2 = (𝐶𝐷)2 + (𝐶𝐺)2
The Geometrical operations use to perform = 2(𝐶𝐷)2
Nitya/indispensable/obligatory Alters GD = √2 CD [Khadlilkar;1974, p.77] [7]
In Vedic ritual there are three Agnis to be place in a Vedi;
Garhapatya Agni is in the shape of square, Ahavaniya Agni in Thus, the length of the side of the square in the above case is
circular shape and that of the Daksina in semi – circular form.
The area of each Agni must be the equal. In this placement known as the value of √5 and √2 used in practice on Vedic
ritual geometry.
there comes two different distances give the value of √5 and The Suba theorem of Vedic geometry is related to right angle
√2. triangle, constructions like perpendicular bisector, isosceles
trapezium and circle equal in area to square. Geometric topics
of the modern schools is based on majorly points, line, angles
and pane. The modern school geometry has the topic based on
coordinate axis, perpendicular, properties of parallelograms
like; square, rectangles, circle and semicircle, isometric
transformations and similarity. Telescoping the geometrical
content from Vedic geometry to modern school geometry we
find the commonalities between them. This shows that there is
inter relationship of Vedic ritual geometry to the school
geometry. But why the interrelations are not shown by the
scholars? Do School geometry come into existence ignoring
the mathematics of culture? Or here is belief on the school
mathematics only? Teaching is defined as a set of events,
outside the learners which are designed to support internal
process of learning (Sequeira, 2012). Ambrose, et al., (2010)
BSS 1.68 writes that learning is not only nurturing the mind with
theoretical knowledge. It is considered as a process through
Here, in the figure alongside, ADHE, DCGH and CBFG are which a learner attains both theoretical and practical
three-unit squares. Point A for placing Ahavaniya Agni, B knowledge that can help him/her in his/her life. It is also
placing for Garhapatya Agni and G for placing Daksina Agni. defined as a process that leads to change, which occurs as a
AG and BG are the diagonals of rectangle ACGE and square result of experience and increases the potential of improved
CBFG. This figure clearly shows that BG = √2 and AG = √5. performance and future learning. This mirrors that there exist
Vedic people used to draw a straight-line AB and three mathematical activities in cultural activities as well as the
squares on this line with equal length. By placing the bamboo activities are transferred to the generations with hands – on
pegs between the points BG and AG they fixed the points for learning method. The use of mathematical activities of a
Agnikundas. culture gives their identity as well suffices that mathematics is
non – colonized ideas.
On this figure using Bhoja- Koti - Karna - Nayana Sutra, According to Obanya (2005) teachers and students bring all
we get, (𝐴𝐺)2 = (𝐴𝐶)2 + (𝐶𝐺)2 their cultural beliefs and practices with them with, which
affects their teaching practices. Obanya beliefs on the
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International Journal of Sanskrit Research https://www.anantaajournal.com

influence of outside events and individual differences on 10. Ramasubramanian K. NPTEL course on Mathematics in
learning so teachers use a range of pedagogies, monitor India: From Vedic period to modern times [Mod-01 Lec-
progress and providing feedback to the students on their 2 Vedas and Sulba Sutras – part 1]. NPTEL; c2013 Dec
teaching. They, encourage student responsibility, master the 23.
content, provide a safe environment and create positive 11. Ramasubramanian K. Vedic rituals and geometry | India
relationships. Now question can be raised like; does learning Video. Facts about mathematics Tricks of Maths. India
occur by nurturing the mind of the students by the teacher Video; c2014 Jun 6.
only? Does learning is shaped theoretical framework on the 12. Sayancharya ST, Swami H. Satapatha Brahmana. Delhi:
school or there is effect of practical knowledge perceived Nag Prakashan; n.d.
from the cultural practices of the learner? All this is possible 13. Srinivasiengar CN. The history of ancient Indian
with connecting the cultural values, shared principles of mathematics. Calcutta: World Press; c1967.
cultural activities to mathematics learning at the school. 14. Tilak BG. Vedic chronology and Vedanga Jyotisha.
Messrs Tilak Bros; c1925.
Conclusions
This discussion shows that the main principle of Vedic ritual
geometry revolves around the precise construction of altars
(Agnikundas) and other sacred spaces using geometric
techniques from the period of Bharmanas (before 3068 B.C).
These geometrical constructions are based on the belief that
correct spatial configurations, proportions, and measurements
ensures the success of rituals. Vedic geometrical activities
involved proportionality and symmetry in constructing ritual
altars. Proportions like the ratio of the sides of squares, the
diagonals, and the areas of shapes are meticulously calculated.
The ability to transform one geometric shape into another
with the same area is crucial. For example, transforming a
square into a circle with an equal area is often seen in Vedic
rituals. The Sulba Theorem of Sulba Sutras contain an early
form of the Pythagorean theorem. This theorem is used
extensively to ensure that right-angled constructions are
accurate, particularly for building fire altars of specific
shapes, such as squares, rectangles, or isosceles trapeziums.
These topics of Vedic ritual geometry are the common to the
topic of school geometry. The application of Vedic geometry
in school geometry can enhance students' engagement, deepen
their understanding of geometric concepts, and connect
mathematical learning with historical, cultural, and practical
contexts. It fosters a more inclusive, hands-on, and culturally
responsive approach to learning geometry, blending ancient
knowledge with modern educational practices.

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