Although logotherapy has been generally seen as a therapeutic technique, its usefulness in other areas cannot be underestimated. This paper examines museum education from a theoretical "logos" perspective and from a practical application of effective museum utilization for students. While museums will never replace schools in the formal education process, they can provide invaluable supplemental services. Relying on real objects, not words, to stimulate creativity and inquiry, museums allow for relatively simple transfer to real world experiences. Long involved in traditional education, museums remain a voluntary place to learn; current literature indicates new approaches to learning through inquiry and hands-on offer experiences are not usually found in schools. Museums need to be more educationally accountable, teaching exhibits must have performance objectives, and museum/school staffs should strengthen relations to allow students full benefit of their experiences. A 37-item reference list is included. (DB)