Point Number One: I see no difference between asking a question on this forum and finding information in a book.
The University of Tennessee music department apparently not only allows, but encourages its students to refer to musical analyses in books. The music library even publishes an on-line index for such a purpose:
http://www.lib.utk.edu/music/analysis/
Is it also blameworthy for a student to use that index? If not, then how does that differ from a student seeking help here?
Point Number Two: I see no difference between offering help on this forum and offering help in print.
Is it blameworthy for writers to write the materials which are listed in the above index? If not, then how does that differ from offering help here?
As far as I can see, the end result is the same. In one scenario, a person writes an analysis in a book which the University of Tennessee purchases, which the music library lists on its index, and to which the student refers. In the other scenario, a person offers a similar analysis on this forum. Is the intellectual amusement of analyzing a composition a privilege reserved only for published writers?
Point Number Three: Materials which are available to the respondent might not be available to the student.
I have two very good books on the piano sonatas of Mozart and a very good book on the Well-Tempered Clavier. A student posting an inquiry might not have access to those books.
Point Number Four: A member of this forum could make observations which a student might otherwise miss through library research.
I have noticed a few subtle items in the works of Mozart and Beethoven which the published writers seem to have missed. I see no reason why I shouldn't share those observations with students.
Point Number Five: Some of the students are quite conscientious about helping themselves.
Take, for instance, the student who was analyzing the Dvorak violin sonatina. That student identified the chords insofar as possible but needed to discuss the topic. I see nothing wrong with that.
Point Number Six: You are more than welcome to provide alternatives to student questions.
Don't you ever get curious about whether a restatement is a recapitulation or a pseudo-recapitulation? Don't you ever get confused over whether a chord is a dominant seventh or a German sixth? If so, then why don't you post an inquiry? Why can't anyone but students post analytical questions?
Point Number Seven: I agree that it is blameworthy for students to post simple objective questions.
A student recently asked a question about Mozart's style and time period. I answered that the men wore ruffled shirts and Mozart wrote mostly in three-four and four-four. I got two thumbs up for that response.
Point Number Eight: Those who disapprove of homework help may have their own psychologically unhealthy habits.
I realize I am committing an argumentum ad hominem tu quoque, but I'll write this anyway: I have noticed that the loudest opponents of homework help tend to be the contributors most likely to offer smart-aleck responses to novice music-lovers. If offering homework help is a means of compensating for an inadequate self-image, then so is making donkey ears at people who think Canon in D is a "classical song."