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Caterina Sindoni is Assistant Professor of History of Education at the University of Messina (Italy) where she teaches History of Education to students attending the three-year course of study in Education and Formation Sciences. Her research interests mostly concern the history of school and of educative institutions in Southern Italy during the XVIIIth century, with a particolar focus on: theoretical and practical aspects of the relationship between education and economic development; teaching methods adopted by primary schools between the end of XVIIIth century and the beginning of the XIXth century; issues concerning the education of young women during the Borbonic domination; the first steps of teachers' education in Southern Italy; cutting-edge historical-educative research, with a particular focus on historiographic models using digital sources.Main publications related to history of education:C. Sindoni, Scuole, Maestri e Metodi nella Sicilia borbonica (1817-1860), Voll. I-II-III (Lecce-Rovato: Pensa Multimedia Editore, 2012); C. Sindoni, Giovanni Agostino De Cosmi e la scuola popolare di Sicilia (Messina: Samperi, 2011).&#160;Webpage:http://www.unime.it/dipartimenti/csecs/_dipartimenti?empid=e5583e4be7a35dbcce942c8210b141da7558bf61csindoni@unime.it&#160; Educational Models for Sicilian Noblemen Between XVIIIth and XIXth Century. The Case of “Collegio Cutelli”Among the several institutions charghed with educating Sicilian noblemen between XVIIIth and XIXth century, one of the most prominent is Collegio Cutelli. Founded in Catania by count Mario Cutelli in 1654, the College stood as a benchmark for that part of the élite of the island that realized the advantages that a good education brings to affairs and, most of all, to the preservation of the status quo. Focusing on the analysis of unpublished material, the present work aims at defining the variegated educational methods through which the eastern Sicilian ruling class was trained, in a period ranging from the opening ceremony of Collegio Cutelli (1779) to the fall of the Borbonic Kingdom (1860). Furthermore, the analysis of data concerning various aspects of Sicilian education (such as the provenance of the students, the subjects, the educational activities, the teaching material and the composition of the teaching body) will be useful in identifying the changes undergone in that period. These changes concern not only the internal relationships between the members of Sicilian élite, but also the relationship between the élite and the government, both central and local.