Or even better:
"Consider an airplane in straight and level flight. The aerodynamic force produced by the horizontal stabilizer is in the same direction as which of the four fundamental forces acting on the airplane?"
(Of course, even my wording is inaccurate. The aerodyanmic force of the horizontal stab is both down and back, since it also contributes to drag. In the same way the aerodynamic force produced by the wing is up and back in straight and level flight, contributing to both lift and drag).
I agree your wording is more correct from a physics point of view. (My wording implies that an aerodynamic force contributes to "weight", which is at best sloppy and at worst flat out incorrect. And you are correct, there will be a drag component as well.)
However, we have to work within the proper context, which is not a physics classroom, but introductory flight training. The goal is to develop students' intuition for what the main forces on the aircraft are, and what the relationship between them is in different regimes of flight. Simplification is therefore necessary. Having a simple set of forces that have simple relationships between them (lift = weight and thrust = drag in unaccelerated flight, lift > weight in turns with lift/weight = load factor, etc....) will actually help a student in the cockpit with the basic flight maneuvers they are trying to learn. Trying to think about subtleties such as the drag component of the negative lift produced by the horizontal stabilizer is, in my opinion, distracting and beyond the scope of what pilots need to know.
And I can't resist commenting on the whole Newton/Bernoulli issue. (For the record, I agree with fish134 and tgrayson's comments.) I always get a chuckle from how entrenched people's positions are. Basically, to discuss lift rigorously, you need a lot of mathematics called partial differential equations. I know there are a lot of highly educated people on this forum, but for those who haven't taken a lot of math let me give you an example of what a common progression of math classes would be:
calculus -> multivariable calculus -> differential equations -> partial differential equations
Basically, it's graduate-level mathematics. If you haven't gone that far (and I have not), that doesn't mean you can't talk about lift at all. But don't think that you're somehow the only one who knows the truth.
(FYI, I majored in physics, and although I never studied aerodynamics, I feel I developed a good intuition for logical and faulty physical arguments.)